The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7th Graders’ Interest in Science and Technology and Conceptual Change
Abstract: The growing popularity of collaboration in our school and its possible educational potential has led us to carry out comparative research with 7th grade students. Using a longitudinal approach over an entire school year and using a cross-lag design, we were able to test the effects of this learning environment on science misconceptions and interest. Using two questionnaires, we were able to perform an analysis of the results showing a possible positive causal link between collaborative learning and the development of scientific conception. However, we found no direct connection between collaborative learning and interest. The analysis of the cross-lag leads us to see conceptual change as a mediator of the students’ interest in science.