This study examines three questions about the impact of collaboration during scientific argumentation. First, do groups craft better arguments than individuals? Second, to what degree do individuals adopt and internalize the arguments crafted by their group? Third, do individuals who work in groups learn more from their experiences than…

Twenty-two tenth grade biology classes performed a simulated problem solving game. Half of each class completed the exercise first as individuals and then in small groups; the other half reversed this order. Results showed that group work preceded by individual work was the most effective arrangement. (MLH)