Abstract of

Collaborative Reasoning in China and Korea

Ting Dong

Richard C. Anderson, University of Illinois at Urbana-Champaign, Champaign, USA

Il-Hee Kim, Indiana University-Purdue University, Fort Wayne, USA

Yuan Li, University of Illinois at Urbana-Champaign, Champaign, USA

Students at two sites in China and one site in Korea engaged in Collaborative Reasoning, an approach to discussion that requires self-management, free participation, and critical thinking. The discontinuity between the usual adult-dominated discourse of Chinese and Korean homes and classrooms and the expected discourse of Collaborative Reasoning might have been anticipated to present a serious challenge to the students. Analysis of the discussions revealed, however, that students made a fast and smooth adaptation to the new discussion format, were highly engaged, and for the most part were able to manage the discussions themselves. The Chinese and Korean students showed a pattern of social propagation of “argument stratagems” parallel to that of American students. From comparison of reflective essays written by the Collaborative Reasoning students and by the control students, participation in the discussions clearly transferred to independent writing, again replicating results with American students.

Abstract from Dong, T., Anderson, R.C., Kim, I., & Li, Y. (2008, October/November/December). Collaborative Reasoning in China and Korea. Reading Research Quarterly, 43(4), 400–424. doi: 10.1598/RRQ.43.4.5