erated from peer argumentation (Goldman, 1994; Habermas, 1990; Kuhn, 1991; Moshman, 1995a, 1995b; Salmon and Zeitz, 1995; Youniss and Damon, 1992) and peer interaction (Dimant and Bearison, 1991; Kobayashi, 1994). For these reasons, the community-centered classroom described in Chapter 1, in which students learn from each other, can have substantial benefits.
But working in groups can have drawbacks for learning as well, particularly in the early grades. Societal stereotypes or classroom reputations can determine who takes the lead, and whose ideas are respected or dismissed. Differences in temperament can produce consistent leaders and followers. Group products can advance each member’s understanding of a problem, or they can mask a lack of understanding by some.
It is recommended that research be conducted by teams of cognitive scientists, developmental psychologists, curriculum developers, and teachers to investigate the potential benefits of collaborative learning in the classroom and the problems that must be addressed to make it beneficial for all students. The research should explore and field-test alternative design strategies. The results should be presented both as scholarly research, and as a discussion addressed to teachers who are interested in collaborative learning in the classroom.
31. Investigate the interaction between cognitive competence and motivational factors. Much of the research on learning has been conducted outside the classroom. Inside the classroom, issues of cognitive competence are intertwined with issues of motivation to perform. The challenges of learning for today’s world require disciplined study and problem solving from the earliest grades. To meet the challenges, learners must be motivated to pay attention, complete assignments, and engage in thinking.
Although cognitive psychologists have long posited a relationship between learning and motivation, they have paid little attention to the latter, despite its vital interest to teachers. Research has been done on motivation, but there is no commonly accepted unifying theory, nor a systematic application of what is known to educational practice (National Research Council, 1999b).
It is recommended that research be conducted to elucidate how student interests, identities, self-knowledge, self-regulation, and emotion interact with cognitive competence. This research should combine the efforts of social and developmental psychologists with those of cognitive psychologists. A variety of approaches should be considered, including case studies of small numbers of individual children and the study of the classroom practice of teachers with reputations for promoting achievement among average students, as well as those at high risk for failure.