Asymmetrical peer interaction as a factor of formal operations development in more competent students

Abstract

This paper deals with the role of asymmetrical peer interaction in the development of formal operational thinking. The relevance of the research lies in the fact that influence of peers' interaction is rarely examined in the context of the development of formal operations and in the fact that effects of asymmetrical interaction are more investigated regarding the less competent participants. The results show no influence of the interaction on the development of formal operations in more competent children. This is in accordance with some research findings. However, there are some more competent students who significantly progressed and others who considerably regressed after the interaction. That deserves attention and suggests that next important step is analysis of peers' dialogues. Such examination could reveal interaction attributes that can influence cognitive development which has theoretical relevance, but also practical implications in the classroom.