Micro-trajectories of scientific thought and collaboration in primary school students interacting with a video game Micro-trayectorias de pensamiento científico y colaboración en estudiantes de primaria interactuando con un videojuego

Abstract

Objective: To characterize the trajectories of collaboration among students of 2nd and 3rd grade of elementary school when solving a videogame that demands scientific thinking. Method: A quantitative study (using microgenetic design) was carried out. Four dyads of children between ages 8 and 10 played during 9 sessions, solving a multivariable problem videogame. Results: The dyads were categorized according to their level of collaboration: one dyad showed a tendency to collaborate; two dyads oscillated between the following types of collaboration: collaborative work, parallel work, passive work and no-work; the last dyad focused on passive work. Performance in scientific thinking varied depending on the category of collaboration: two dyads showed improvement regarding performance, while the performance of other two oscillated between high and low levels. Conclusions: The dyads that presented a type of organized interaction (collaborative work and passive work) showed a better performance in scientific thinking compared to the dyads that showed a more oscillating collaboration.