Improving Children's Engagement and Learning Through Free -Flowing Discussions: Impact of Collaborative Reasoning Discussion

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Wu, Xiaoying

Contributors dc:contributor

• Anderson, Richard C.

• Education, Instructional Design

Language dc:language

eng

Identifier

(MiAaPQ)AAI3395544

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80128