Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 7-Day Trial for You or Your Team.

Learn More →

Theory, Method, and Analysis in Research on the Relations Between Peer Collaboration and Cognitive Development

Theory, Method, and Analysis in Research on the Relations Between Peer Collaboration and... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Experimental Education Taylor & Francis

Theory, Method, and Analysis in Research on the Relations Between Peer Collaboration and Cognitive Development

Tudge, Jonathan
The Journal of Experimental Education , Volume 69 (1): 15 – Jan 1, 2000
Download PDF
15 pages

Loading next page...
 
/lp/taylor-francis/theory-method-and-analysis-in-research-on-the-relations-between-peer-HXG6UQx4Bh

References (16)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1940-0683
eISSN
0022-0973
DOI
10.1080/00220970009600651
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

The Journal of Experimental Education – Taylor & Francis

Published: Jan 1, 2000

Keywords: Cognitive development; peer collaboration; worldviews

There are no references for this article.