Impact of expert teaching quality on novice academic performance in the Jigsaw Cooperative Learning Method.

Autor/inn/en	Berger, Roland; Hänze, Martin
Titel	Impact of expert teaching quality on novice academic performance in the Jigsaw Cooperative Learning Method.
Quelle	In: International journal of science education, 37 (2015) 2, S. 294-320Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0950-0693; 1464-5289
DOI	10.1080/09500693.2014.985757
Schlagwörter	Bildungsqualität; Eigenschaft; Sekundarbereich; Lehrerausbildung; Kooperatives Lernen; Naturwissenschaftlicher Unterricht; Physik; Aufgabe; Komplexität; Leistung
Abstract	We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning (jigsaw classroom). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3