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150780 https://hdl.handle.net/2286/R.I.14803 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2012 vi, 141 p. : col. ill Doctoral Dissertation Academic theses Text eng Touchman, Stephanie Baker, Dale Rosenberg, Michael Ganesh, Tirupalavanam G. Arizona State University Partial requirement for: Ph. D., Arizona State University, 2012 Includes bibliographical references (p. 95-108) Field of study: Curriculum and instruction (Science education) Collaborative learning is a common teaching strategy in classrooms across age groups and content areas. It is important to measure and understand the cognitive process involved during collaboration to improve teaching methods involving interactive activities. This research attempted to answer the question: why do students learn more in collaborative settings? Using three measurement tools, 142 participants from seven different biology courses at a community college and at a university were tested before and after collaborating about the biological process of natural selection. Three factors were analyzed to measure their effect on learning at the individual level and the group level. The three factors were: difference in prior knowledge, sex and religious beliefs. Gender and religious beliefs both had a significant effect on post-test scores. science education Cognitive Psychology Collaboration Gender Differences Mental Models Natural selection Prior Knowledge Religious Beliefs Group work in education Learning Cognition Cognitive Dissonance Sex differences in education Natural selection--Study and teaching (Higher) Natural selection College students--Religious life. Differences that make a difference: a study In collaborative learning