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This study examines three questions about the impact of collaboration during scientific argumentation. First, do groups craft better arguments than individuals? Second, to what degree do individuals adopt and internalize the arguments crafted by their group? Third, do individuals who work in groups learn more from their experiences than indi- viduals who work on their own? To examine these questions, 168 high school chemistry students were randomly assigned, using a matched pair design to collaborative or individual argumentation conditions. Students in both treatment conditions first completed a task that required them to produce an argument articulating and justifying an explanation for a dis- crepant event.The students then completed mastery and transfer problems on their own. The results of this study indicate that (a) groups of students did not produce better arguments than studentswhoworked alone, (b) a substantial proportion of the students adopted at least some elements of their group’s argument, and (c) students from the collaborative condition demonstrated superior performance on the mastery and transfer problems. These observa- tions indicate that collaboration was beneficial for individual learning but not for initial performance on the task. The study concludes with a discussion of these observations and C recommendations for future research.




Sampson, V., & Clark, D. (2009). The Impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448–484. https://doi.org/10.1002/sce.20306

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