Improving Children's Engagement and Learning Through Free -Flowing Discussions: Impact of Collaborative Reasoning Discussion
Wu, Xiaoying
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https://hdl.handle.net/2142/80128
Description
Title
Improving Children's Engagement and Learning Through Free -Flowing Discussions: Impact of Collaborative Reasoning Discussion
Author(s)
Wu, Xiaoying
Issue Date
2009
Doctoral Committee Chair(s)
Anderson, Richard C.
Department of Study
Educational Psychology
Discipline
Educational Psychology
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Instructional Design
Language
eng
Abstract
Children didn't differ significantly in their performance on text comprehension as assessed in a sentence recognition paradigm. However, children in both Collaborative Reasoning Discussion condition and Conventional Discussion condition outperformed children in the No Discussion condition in the quality of essays written at the end of the study, including produced number of words, number of relevant arguments, number of counterarguments, and number of rebuttals. Although no difference in length and number of arguments generated in the essay, children in the Collaborative Reasoning condition produced significantly more counterarguments and rebuttals than their counterparts in Conventional Discussion condition. However, the mediating role that interest and motivation might play between classroom learning environment and children's deep-level learning was not supported by this study.
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