Conceptual change in science is facilitated through peer collaboration for boys but not for girls

Leman, P. J., Skipper, Y. , Watling, D. and Rutland, A. (2016) Conceptual change in science is facilitated through peer collaboration for boys but not for girls. Child Development, 87(1), pp. 176-183. (doi: 10.1111/cdev.12481)

Abstract

Three hundred and forty‐one children (Mage = 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.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Skipper, Dr Yvonne
• Authors: Leman, P. J., Skipper, Y., Watling, D., and Rutland, A.
• College/School: College of Social Sciences > School of Education; College of Social Sciences > School of Education > People, Place & Social Change
• Journal Name: Child Development
• Publisher: Wiley
• ISSN: 0009-3920
• ISSN (Online): 1467-8624
• Published Online: 12 January 2016
• Copyright Holders: Copyright © 2016 The Authors, Child Development and Society for Research in Child Development, Inc.
• First Published: First published in Child Development 87(1): 176-183
• Publisher Policy: Reproduced in accordance with the publisher copyright policy