Leman, PJ, 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). 176 -183. ISSN 1467-8624

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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: Article
Additional Information: This is the peer reviewed version of the above article, which has been published in final form at http://dx.doi.org/10.1111/cdev.12481 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Uncontrolled Keywords: children, psychology, child psychology
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Natural Sciences > School of Psychology
Related URLs:
Depositing User: Symplectic
Date Deposited: 16 Feb 2016 12:22
Last Modified: 12 Jan 2018 01:30
URI: https://eprints.keele.ac.uk/id/eprint/1467

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