Conceptual Change in Science Is Facilitated Through Peer Collaboration for Boys but Not for Girls. Issue 1 (12th January 2016)

• Record Type: Journal Article
• Authors: Leman, Patrick J.; Skipper, Yvonne; Watling, Dawn; Rutland, Adam
• Is Part Of: Child development. Volume 87:Issue 1(2016:Jan./Feb.)
• Page Start: 176
• Page End: 183
• Publication Date: 2016-01-12
• Subjects: Child development -- Periodicals; Child psychology -- Periodicals; Child Development -- Periodicals; Child Development; Pediatrics -- Periodicals; Pedicatrics; 305.231
• DOI: 10.1111/cdev.12481
• Languages: English
• ISSNs: 0009-3920

Abstract

Abstract : Three hundred and forty‐one children ( M age = 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.