Rethinking Collaboration in Elementary Social Studies: Conceptual Understanding as the Missing Link in Learning Outcomes

Vollständiger Abstract

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Despite the widespread assumption that collaboration promotes higher-order thinking in elementary social studies, classroom evidence suggests its cognitive contribution is inconsistent. This study examines the structural roles of social studies conceptual understanding in predicting collaboration skills and learning outcomes among Grade V students. Using a quantitative explanatory design, data were collected from 200 students through questionnaires and essay-based assessments and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that conceptual understanding is not a homogeneous construct. Content Knowledge, Conceptual Integration, and Conceptual Application emerge as the strongest predictors of both collaboration skills and learning outcomes. In contrast, Collaboration Skill does not directly influence learning outcomes, while Social Case Analysis remains structurally peripheral. These results suggest that collaboration functions as a supportive pedagogical context rather than a direct cognitive mechanism, highlighting the central role of conceptual coherence in elementary social studies learning.