In het Journal of Educational Psychology verschijnt binnenkort een interessante meta-analyse over de waarde van peer interaction (vormen van interactie of samenwerking tussen leerlingen) voor het leerproces. De meta-analyse belooft in het bijzonder relevant te zijn omdat zij niet alleen inzicht geeft in de effectiviteit van peer interaction, maar ook in de precieze processen die daarbij een rol spelen.
Hieronder alvast het abstract. Bij het verschijnen van het volledige artikel op de site van Journal of Educational Psychology zal ik een uitgebreidere post schrijven.
Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial for children’s and adolescents’ learning. Yet, we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged 4 to 18 years. Peer interaction was effective in promoting learning in comparison with other types of learning conditions, Hedges’ g = 0.40, 95% confidence interval [CI: 0.27, 0.54], p < .0001, across different gender and age groups. In contrast, however, peer interaction was not more effective than child–adult dyadic interaction. Moderator analyses also indicated that peer interaction is more effective when children are specifically instructed to reach consensus than when they are not. Findings extend theoretical considerations by teasing apart the processes through which children learn from peer interactions and offer practical implications for the effective use of peer interaction techniques in the classroom.
Tenenbaum, H. R., Winstone, N. E., Leman, P. J., & Avery, R. E. (2019). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000436
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