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AutorenBerger, Roland; Hänze, Martin
TitelImpact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method
QuelleIn: International Journal of Science Education, 37 (2015) 2, S.294-320 (27 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0950-0693
DOI10.1080/09500693.2014.985757
SchlagwörterTeacher 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
AbstractWe 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).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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