Effects of partner's ability on the achievement and conceptual organization of high‐achieving fifth‐grade students

This study investigated high‐achieving fifth‐grade students' achievement gains and conceptual reorganization during a unit on convection. Specifically, the achievement and cognitive gains that occurred as a result of interactions of high‐achieving students with a high‐achieving or low‐achieving laboratory partner were compared. The study design included an instructional sequence of three dyadic inquiry investigations related to convection currents as well as pre‐ and postassessments consisting of a multiple‐choice test, card sorting task, construction of a concept map, and an interview. Results showed no significant differences for achievement of high‐achieving students regardless of the partner's achievement level and only slight differences in conceptual reorganization. The implications of this study for heterogeneous grouping and construction of knowledge by dyads is discussed.