caa a22 4500 475789148 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20001201xx s 000 0 eng 10.1007/BF03172985 doi (NATIONALLICENCE)springer-10.1007/BF03172985 The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning [Elektronische Daten] [Dorothy Faulkner, Richard Joiner, Karen Littleton, Dorothy Miell, Linda Thompson] There has been considerable research concerning peer interaction and the acquisition of children's scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children's scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget's (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children's learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Collaborative learning nationallicence Children nationallicence Computer-based learning nationallicence Scientific reasoning nationallicence Tool mediated activity nationallicence Faulkner Dorothy Faculty of Education and Language Studies, The Open University, MK7 6AA, Milton Keynes, UK aut Joiner Richard Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, England aut Littleton Karen Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, England aut Miell Dorothy Psychology Discipline, The Open University, MK 7 6AA, Milton Keynes, UK aut Thompson Linda Psychology Discipline, The Open University, MK 7 6AA, Milton Keynes, UK aut European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 417-430 0256-2928 15:4<417 2000 15 10212 https://doi.org/10.1007/BF03172985 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03172985 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Faulkner Dorothy Faculty of Education and Language Studies, The Open University, MK7 6AA, Milton Keynes, UK aut NATIONALLICENCE 700 1- Joiner Richard Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, England aut NATIONALLICENCE 700 1- Littleton Karen Department of Psychology, University of Bath, Claverton Down, BA2 7AY, Bath, England aut NATIONALLICENCE 700 1- Miell Dorothy Psychology Discipline, The Open University, MK 7 6AA, Milton Keynes, UK aut NATIONALLICENCE 700 1- Thompson Linda Psychology Discipline, The Open University, MK 7 6AA, Milton Keynes, UK aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/4(2000-12-01), 417-430 0256-2928 15:4<417 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer