Effects of collaborative small-group discussions on early adolescents’ social reasoning

Tzu Jung Lin, Seung Yon Ha, Wei Ting Li, Ying Ju Chiu, Yu Ru Hong, Chin Chung Tsai

研究成果: 雜誌貢獻期刊論文同行評審

3 引文 斯高帕斯(Scopus)

摘要

This study examined the influence of small-group discussions on early adolescents’ social reasoning development. A total of 147 fifth-grade students (79 males and 68 females) from six classrooms in a public school in Taiwan participated in a pre-post control quasi-experimental study. Classrooms of students were assigned to either a 5-week collaborative social reasoning (CSR) condition or an active-control read-aloud (RA) condition. All students completed a social reasoning essay before and after the intervention. Students in the CSR condition generated more social knowledge, considered more possible solutions to the complex social-moral issue, and reflected on more cognitive perspectives of the story characters. Students in the RA condition generated more shallow interpretations and were more attuned to affective perspectives of the story characters. CSR students’ social reasoning tended to be more coherent, complex, and involve knowledge coordination. These findings lend support to the claim that CSR discussion is a productive vehicle for enhancing students’ social reasoning.

原文英語
頁(從 - 到)2223-2249
頁數27
期刊Reading and Writing
32
發行號9
DOIs
出版狀態已發佈 - 2019 十一月 1

ASJC Scopus subject areas

  • 神經心理學與生理心理學
  • 教育
  • 語言和語言學
  • 言語和聽力

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