High joint on-task engagement with high equality and mutuality of engagement did not necessarily mean cognitive engagement or ensure conceptual change¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? In dyads with high joint on-task engagement high in equality and mutuality, one student achieved substantial conceptual change while the other showed none, indicating such engagement did not guarantee change. → Tao 1997

Evidence¶

Tao 1997¶

Tao, Ping-Kee; Gunstone, Richard F. (1997). Conceptual Change in Science through Collaborative Learning at the Computer. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (70th, Oak Brook, IL, March 21-24, 1997). https://eric.ed.gov/?id=ED406151

q2 · i? · causal · r1

Case-study analysis of the Sam/Mick and Nigel/Stan dyads, whose conversational interactions showed conceptual change during the FMM lessons but where Mick and Stan reverted to alternative conceptions after instruction. The dyads' engagement was high in equality and mutuality, yet only one member of each sustained change.

"In two of the dyads with high joint on-task engagement (Sam/Mick and Nigel/Stan), one student achieved substantial change but the other student showed no change."

Discussion¶

Related Claims¶

• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — the general claim this finding bears on, with the studies behind it

• Co-construction of shared understanding needed to be accompanied by students' personal construction and sense making for conceptual change to be stable over time — the general claim this finding bears on, with the studies behind it

• Alternative conceptions in force and motion were very difficult to change: of 14 students, 6 showed substantial conceptual change, 1 some change, and 7 no change — related
• Computer-supported collaborative learning with simulation programs fostered conceptual change for students who were cognitively engaged and prepared to reflect on and reconstruct their conceptions — related
• Peer conflicts did not always produce conceptual change; they appeared to work only for students prepared to reflect on and reconstruct their conceptions — related
• VR participants lacked mutual engagement in collaborative role-playing during the teaching simulation — related
• Awareness prompts stimulated discourse about more concepts but did not improve shared drawing quality in elementary dyads — related