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.294-320 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.985757
Schlagwörter	Teacher Effectiveness; Academic Achievement; Science Instruction; Educational Quality; Novices; Cognitive Ability; Learning Theories; Physics; High School Students; Cooperative Learning; Expertise; Teaching Methods; Correlation; Measures (Individuals); Pedagogical Content Knowledge; Foreign Countries; Regression (Statistics); Grade 12; Germany + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Quality of education; Bildungsqualität; Denkfähigkeit; Learning theory; Lerntheorie; Physik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kooperatives Lernen; Expert appraisal; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Messdaten; Pädagogische Kompetenz; Ausland; Regression; Regressionsanalyse; School year 12; 12. Schuljahr; Schuljahr 12; Deutschland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10