Bridging the Gap between Social Reasoning and Action: Impacts of Collaborative Small-Group Discussion
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Date
2020-02
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Abstract
This study examined whether participating in dialogic discussions could enhance
students’ social reasoning and in turn help them use it to shape their social-moral action. A total
of 250 fifth-grade students in a Midwestern city in the U.S. were assigned to the Collaborative
Small Group condition-CSR, Read Aloud condition-RA or Regular Instruction-RI condition.
Students’ social reasoning and social behavior were assessed before and after the intervention.
CSR students experienced greater improvement in social reasoning compared to RA and RI
students. CSR students demonstrated greater improvement in social behavior, whereas RA
students failed to translate social reasoning into their social action. The better alignment between
social reasoning and social behavior can be attributed to the social constructivist approach that
CSR adopts.
Description
Education and Human Ecology: 1st Place (The Ohio State University Edward F. Hayes Graduate Research Forum)
Keywords
social reasoning, dialogic inquiry, social behaviour