In an experimental study with 136 fourth to sixth graders, groups working with a knowledge-sharing worksheet participated more equally, spent more dialogue on topic content, and gave more theoretical explanations than unsupported groups¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children of all ability levels who worked with the worksheet participated more equally in domain-related dialogue, worksheet groups spent more dialogue on the four central topics, and worksheet users spent a larger proportion of dialogue on theoretical explanations than unsupported groups. → Tessa H. S. Eysink 2020

Evidence¶

Tessa H. S. Eysink 2020¶

Tessa H. S. Eysink, Alieke M. van Dijk, Ton de Jong. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09754-9

q3 · i? · causal · r?

Experimental study in which 136 fourth to sixth graders worked cooperatively in heterogeneous groups of four while being videotaped, comparing groups with and without the worksheet; cooperative processes were coded on participation and content. The article reports that "the group dialogues benefited from working with the worksheet."

"Results showed that the group dialogues benefited from working with the worksheet: Children of all ability levels who worked with the worksheet participated more equally in domain-related dialogue, groups who received the worksheet spent more of their dialogue on discussing content regarding the four topics that were central to the assignment, and children who used the worksheet also spent a larger proportion of their dialogue on providing theoretical explanations about the domain than the unsupported groups."

Discussion¶

Learner Variables¶

• Collaboration — outcome: instruction changes it

Related Claims¶

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