Theory, method, and analysis in research on the relations between peer collaboration and cognitive development

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jonathan R. Tudge, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: It is important to make explicit the theoretical framework within which research is conducted because one's choice of theory constrains the choice of what to study and which methods to use for doing research. From a perspective informed by the writings of T. Kuhn (1962), S. C. Pepper (1942), and L. T. Winegar (1997), the author assessed the extent to which each of the articles in this special issue related theory to methods and to analysis. The author identified limitations in each of the articles, caused primarily by the use of methods or analyses that did not seem well suited to the theory of choice. However, each of the articles also had great strengths, and, taken together, they further our understanding of the complexity of the relationships between peer collaboration and cognitive development. They also provide some stimulating and productive ways of studying the collaborative processes themselves.

Additional Information

The Journal of Experimental Education, 69, 98-112
Language: English
Date: 2000
Cognitive development, peer collaboration, worldviews

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