Effects of Peer Interaction on Constructive Learning and Belief Revision in Conceptual Change Tasks

• In Event: Poster Session 6
  In Poster Session: Curriculum and Instruction in the Science Classroom

Abstract

In this research, we investigated the effects of peer interaction on learning in conceptual change tasks. Using a false belief confrontation approach, one Individuals group and one Pairs group learned seven scenarios on Newton’s Third Law. The Pairs group showed more constructive learning with regard to generating more new information. A content analysis of students’ explanations showed that the Pairs group generated more correct beliefs than the Individuals group; however, the two groups generated the same amount of false beliefs. A comparison of the two groups in the first three and the last three scenarios showed that peer interaction per se significantly contributed to the increase of correct beliefs; however, it did not contribute to the reduction of false beliefs.

Authors

• Na Li, Arizona State University - Tempe

• Dongchen Xu, Arizona State University

• Michelene T.H. Chi, Arizona State University