In a study of 760+ fifth-graders described in “Group learning makes children better decision-makers, study finds”:
Children who had worked in collaborative groups… were better prepared to take on the role of decision-maker about [the moral dilemma in the story], the researchers found.
These children were more proficient at three key aspects of decision-making: recognizing more than one side of a dilemma, considering a range of reasons to support differing viewpoints, and weighing the costs and benefits associated with different decisions, according to the researchers.
These children appealed to a significantly greater number of moral principles and practical considerations when drawing conclusions about [recommended actions], the researchers found.
Students in the direct instruction condition performed no better than a control group of uninstructed students.