{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80128"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80128","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Improving Children's Engagement and Learning Through Free -Flowing Discussions: Impact of Collaborative Reasoning Discussion","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.","abstract_html":"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.","abstract_has_math":false,"creators":["Wu, Xiaoying"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Anderson, Richard C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:36Z","date_published":"2015-09-25T19:55:36Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Instructional Design"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3395544"],"render_values":[{"text":"(MiAaPQ)AAI3395544","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80128","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C."]},{"key":"dc:creator","label":"Author","values":["Wu, Xiaoying"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:36Z","10000-01-01","2009"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Instructional Design"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80128","(MiAaPQ)AAI3395544"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Children didn't differ significantly in their performance on text comprehension as assessed in a sentence recognition paradigm. 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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.","Made available in DSpace on 2015-09-25T19:55:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3395544.pdf: 4033115 bytes, checksum: 604852c6fed6c22fd2a86aca1bbf4e95 (MD5) Previous issue date: 2009","Embargo set by: Seth Robbins for item 81410 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","89 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009."],"dc:identifier":["http://hdl.handle.net/2142/80128","(MiAaPQ)AAI3395544"],"dc:language":["eng"],"dc:subject":["Education, Instructional Design"],"dc:title":["Improving Children's Engagement and Learning Through Free -Flowing Discussions: Impact of Collaborative Reasoning Discussion"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}