Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
Christine Howe, University of Cambridge, United Kingdom ; Antonia Zachariou, University of Roehampton, United Kingdom
Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Research into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (together with inconclusive suggestions that collaborative constructions may become more significant with age), the reported study examines the impact of small-group collaboration during adolescence and early adulthood. Forty-six pairs of students aged between 10 and 22 years worked on a computer-presented task that required them to discuss and predict the trajectories objects follow when they fall from stationary or moving carriers. Associations between group dialogue and post-test performance confirmed a key role for differing opinions while collaborative constructions turned out to have little relevance.
Howe, C. & Zachariou, A. (2019). Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood. Learning and Instruction, 60(1), 263-274. Elsevier Ltd.