The effects of a Full-Year Pedagogical Treatment Based on a Collaborative Learning Environment on 7<sup>th</sup> Graders’ Interest in Science and Technology and Conceptual Change

Abstract

The growing popularity of collaboration in our school and its possible educational potential has led us tocarry out comparative research with 7th grade students. Using a longitudinal approach over an entire school year andusing a cross-lag design, we were able to test the effects of this learning environment on science misconceptions andinterest. Using two questionnaires, we were able to perform an analysis of the results showing a possible positivecausal link between collaborative learning and the development of scientific conception. However, we found no directconnection between collaborative learning and interest. The analysis of the cross-lag leads us to see conceptualchange as a mediator of the students' interest in science.