Collaborative constructions (joint analyses built while collaborating) had little relevance to individual post-test performance in adolescence and early adulthood¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The joint analyses that groups constructed while collaborating turned out to have little relevance for individual knowledge acquisition among older students. → Howe 2017

Evidence¶

Howe 2017¶

Howe, Christine; Zachariou, Antonia. (2017). Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood. Learning and Instruction. doi:10.1016/j.learninstruc.2017.10.007

q2 · i? · associational · r?

In the same study of 46 pairs aged 10 to 22, the abstract reports that "collaborative constructions turned out to have little relevance" to post-test performance. No effect size or test statistic is printed in the available text.

"Associations between group dialogue and post-test performance confirmed a key role for differing opinions while collaborative constructions turned out to have little relevance."

Discussion¶

Related Claims¶

• Exchanging differing opinions during small-group collaboration is associated with individual post-test performance among students aged 10 to 22 — related
• Prior research on small-group collaboration covers middle to late childhood, with a dearth of research on adolescence and early adulthood and inconclusive suggestions about age-related change — related
• Individual acceptance of group constructions depends on reflection and reconciliation processes triggered by differing opinions, sometimes occurring after the group session — related
• Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time — reports the opposite