Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?

Autor/inn/en	Retnowati, Endah; Ayres, Paul; Sweller, John
Titel	Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics?
Quelle	In: Journal of Educational Psychology, 109 (2017) 5, S.666-679 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000167
Schlagwörter	Cooperative Learning; Mathematics Instruction; Interaction; Grade 7; Foreign Countries; Algebra; Problem Solving; Difficulty Level; Individualized Instruction; Teaching Methods; Independent Study; Hypothesis Testing; Mathematics Tests; Cognitive Processes; Indonesia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Mathematics lessons; Mathematikunterricht; Interaktion; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Problemlösen; Schwierigkeitsgrad; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess; Indonesien
Abstract	Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with Grade-7 Indonesian students, comparing learning to solve algebra problems, with higher and lower levels of complexity, collaboratively or individually. Results from both experiments indicated that individual learning was superior to collaborative learning when using worked examples. In contrast, in Experiment 2, when learning from problem solving using problem-solving search, collaboration was more effective than individual learning. However, again in Experiment 2, studying worked examples was overall superior to learning from solving problems, particularly for more complex problems. It can be concluded that while collaboration could be beneficial when learning under problem solving conditions, it may be counterproductive when studying worked examples. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01