The effect of peer collaboration on children's problem‐solving ability

Abstract

Background. A Vygotskian framework links cognitive change to collaborative interaction with a more competent partner whereas a Piagetian perspective supports the view that cognitive conflict arising from peer interaction leads to cognitive change. Aims. The study investigated the effect of collaborative learning on children's problem‐solving ability and whether differences in knowledge status or the use of explanatory language were contributing factors. Sample. Participants were 100 Year 2 children (aged between 6 and 7 years), from schools in high socio‐economic areas, who individually completed a pre‐ and post‐test comprising a block sorting task. Method. During the experimental phase, children completed a card sorting activity, either individually or in same‐gender dyads. The dyads consisted of same or different ability children who operated under either a ‘talk’ or ‘no‐talk’ condition. Results. It was found that children who collaborated collectively obtained a significantly higher number of correct sorts than children who worked individually. However, post‐testing indicated that only those children of lower sorting ability who collaborated with higher sorting ability peers showed a significant improvement in sorting ability from pre‐test scores. In addition, it was found that when analysis was limited to this particular group, only those children who were required to explain the sort for their partner to carry out improved significantly from pre‐ to post‐test. Conclusion. It is suggested that perhaps the two theoretical positions are not as mutually exclusive as they are often portrayed. Implications of these findings for teachers and children's learning are also discussed.

An Investigation on the Effects of Experiment Based Education Program on Six Years Olds' Problem Solving Skills

“…Grup halinde işbirliği ile yapılan deneylerin çocukların problem çözme becerilerini desteklediği söylenebilir. Yapılan araştırmalarda grup halinde iş birliği ile yapılan çalışmaların, çocuklara bireysel olarak fikir üretme fırsatı sağladığı, uygulama yapma, uygulamanın sonucunu somut olarak görme fırsatı verdiği, çocukların sosyal gelişimlerini etkilediği ve en önemlisi problem çözme becerilerini anlamlı bir şekilde artırdığı bulunmuştur (Bearison, Magzeman ve Filardo, 1986;Fawcett ve Garton, 2005;Gauvain ve Rogoff, 1989;Gök ve Sılay, 2009;Johnson, 1992;Light ve Glachan, 1985;Perlmutter, Behrend, Kuo ve Muller, 1989;Söker, 1998Söker, , Şahin, 2000.…”

Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning

“…Some specific processes that have been associated with increased achievement include asking questions (A. King, 1991), discussing problem-solving strategies (Chizhik, 2001), observing someone else's problem-solving strategies (Azmitia, 1988), teaching a peer (Schwartz & Okita, Submitted for publication), resolving a disagreement or conflict (Buchs, Butera, Mugny, & Darnon, 2004;Johnson, Johnson, & Smith, 2000) and explaining one's thinking (Fawcett & Garton, 2005;Nattiv, 1994;Webb, 1991). Asking questions without receiving answers has been shown to have a negative effect on achievement (Webb & Mastergeorge, 2003).…”

Productive Struggle in a Geometry Class

“…One example of students' struggle that can be productive in learning mathematics could be integrating challenging problems (Hiebert & Wearne, 2003). Mathematical tasks, in particular those that place high level of cognitive demands including making connections among concepts and sharing, explaining, and justifying one's solution (Boston & Smith, 2009;Hiebert, Carpenter, Fennema, et al, 1996;Ball, 1993, Doyle, 1988, provide a classroom context for students to develop their conceptual knowledge and understanding (Hatano, 1988, Hiebert, 1986Zaslavsky, 2005;Goldman, 2009;Fawcett & Gourton, 2005).…”