Collaborative reasoning in China and Korea

Ting Dong*, Richard C. Anderson, Il Hee Kim, Yuan Li

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

57 Scopus citations


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 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.

Original languageEnglish
Pages (from-to)400-424
Number of pages25
JournalReading Research Quarterly
Issue number4
StatePublished - Oct 2008


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