Peer Tutoring in Elementary Science: How Students With Different Achievement Levels Can Benefit From Each Other

• In Event: Poster Session 8
  In Poster Session: Research in Science Learning and Teaching Poster Session 1

Abstract

Research has demonstrated positive effects of high-quality peer interaction on learning. The present study investigates quality and effects of peer interaction among students with different achievement levels in elementary school science classes. Students worked together on challenging science tasks on floating and sinking within a structured peer tutoring setting. Interactions of 40 students were audio-recorded and coded (3,633 utterances; κ>.79). Results show that content-related explanations were provided by students of all achievement levels, and students on average improved their explanations during peer interaction. This gain was associated with elaborate discourse patterns. Results indicate that high-quality peer interactions can be realized during peer tutoring in elementary science classes and that students with learning differences can benefit from each other.

Authors

• Katja Adl-Amini, Goethe-Univerity Frankfurt

• Ilonca Hardy, Goethe-University Frankfurt/M.