Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls

Leman, Patrick J.; Skipper, Yvonne; Watling, Dawn and Rutland, Adam. 2016. Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls. Child Development, 87(1), pp. 176-183. ISSN 0009-3920 [Article]

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Abstract or Description

Three hundred and forty-one children (Mage = 9,0 years) engaged in a series of science tasks in collaborative, same-sex pairs or did not interact. All children who collaborated on the science tasks advanced in basic-level understanding of the relevant task (motion down an incline). However, only boys advanced in their conceptual understanding at a 3-week posttest. Discussion of concepts and procedural aspects of the task led to conceptual development for boys but not girls. Gender differences in behavioral style did not influence learning. Results are discussed in terms of the links between gender and engagement in conversations, and how gender differences in collaboration may relate to differences in participation in science.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1111/cdev.12481

Additional Information:

This research was supported by a grant (F/07/537/AL) from the Leverhulme Trust.

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
1 January 2016Published
1 January 2015Accepted

Item ID:

19635

Date Deposited:

17 Jan 2017 10:13

Last Modified:

29 Apr 2020 16:23

URI:

http://research.gold.ac.uk/id/eprint/19635

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