Exchanging differing opinions during small-group collaboration is associated with individual post-test performance among students aged 10 to 22¶

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? Associations between group dialogue and post-test performance confirmed a key role for differing opinions in individual knowledge acquisition during adolescence and early adulthood. → 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?

The reported study of 46 pairs of students aged 10 to 22 working on a computer-presented trajectories task found that "Associations between group dialogue and post-test performance confirmed a key role for differing opinions". No effect size 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¶

• Collaborative constructions (joint analyses built while collaborating) had little relevance to individual post-test performance in adolescence and early adulthood — 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 — a broader claim this one bears on
• Individual acceptance of group constructions depends on reflection and reconciliation processes triggered by differing opinions, sometimes occurring after the group session — related