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Peer Pedagogy: Student Collaboration and Reflection in a Learning-Through-Design Project


by Cynthia Carter Ching & Yasmin B. Kafai — 2008

Background: Existing research suggests that one of the challenges for teachers in persisting with innovative inquiry curricula is their difficulty scaffolding students’ transitions into technology-supported and open-ended activities. The question of whether students can effectively scaffold one another’s transitions has not been previously investigated, in part, we argue, because of a predominant focus in collaborative learning research on short-term tasks and perfunctory “helping” behaviors.

Purpose: This article addresses the nature and role of students’ collaborations in learning through design, a technology-rich science inquiry curriculum. Within this environment, we examined emergent collaborative patterns among students, the affordances of those patterns for effective learning, and students’ reflections on their interactions. We paid particular attention to how students with varying degrees of previous experience in this curricular approach collaborated with one another.

Setting: This study took place at a university-affiliated elementary school in a West Coast urban area.

Population: Two mixed-grade classes of fourth- and fifth-grade students (n = 63) and their science teacher participated in this study. Fifth-grade students in one class had extensive experiences with learning through design during the previous year.

Practice: For 10 weeks during the fall, students in both classes learned about marine biology. During this time, they also worked in teams to create marine simulations using Logo Microworlds programming and multimedia software.

Research Design/Data Collection and Analysis: Design-based research guided the creation of the curriculum and examination of its effectiveness. Ethnographic methods, grounded theory, hermeneutics, and discourse analysis were used to collect and analyze video of student collaborations and interviews. Analysis of variance was conducted using the coded results from student interviews to determine significant differences among groups.

Results: We found that experienced fifth graders took on many socializing functions, effectively apprenticing younger students into the practices of learning through design. Interviews revealed that both fourth-grade and fifth-grade students were highly reflective about their respective collaborative roles and that experienced students benefited as much as, if not more so, than inexperienced students from this arrangement.

Conclusions: Given experienced students’ strategic, effective, and thoughtful ongoing collaborations with their fourth-grade counterparts, we introduce and propose the term peer pedagogy to describe these interactions. This term and our constituent results have implications for existing research and practice in collaborative learning and project-based technology-integrated curricula as well as for theory and scholarship on children’s roles within learning communities.



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Cite This Article as: Teachers College Record Volume 110 Number 12, 2008, p. 2601-2632
http://www.tcrecord.org ID Number: 15198, Date Accessed: 10/18/2017 11:52:04 PM

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About the Author
  • Cynthia Carter Ching
    University of California, Davis
    E-mail Author
    CYNTHIA CARTER CHING is Associate Professor of Education in the School of Education at the University of California, Davis. Her research interests are in the areas of collaborative learning, constructionism, educational technology in early childhood, and sociocultural perspectives on cognition and development. Her work has appeared in Urban Education, Early Education & Development, and Journal of the Learning Sciences. Before coming to UC Davis, she was an Assistant Professor of Educational Psychology at the University of Illinois at Urbana-Champaign. In 2007 she received the American Educational Research Association's Jan Hawkins Award for Early Career Contributions to Humanistic Research with Learning Technologies.
  • Yasmin B. Kafai
    University of Pennsylvania
    YASMIN KAFAI is Professor of Learning Sciences at the Graduate School of Education at the University of Pennsylvania. Her research focuses on young children’s learning of science and mathematics as designers, players, and learners of educational software and online games. She has studied students’ development of apprenticeships in software design, their science conversations, and use of collaborative planning tools. She has been involved in several national policy efforts, among them the AAUW report “Tech-Savvy Girls” (2000) and “Under the Microscope: A Decade of Gender Equity Interventions in the Sciences” (2004). She received her doctorate from Harvard University while conducting research at the MIT Media Laboratory. From 1994 to 2008 she was on faculty at the UCLA Graduate School of Education & Information Studies.
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