Literaturnachweis - Detailanzeige
Autor/inn/en | Hmelo, Cindy E.; Nagarajan, Anandi; Day, Roger S. |
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Titel | Effects of High and Low Prior Knowledge on Construction of a Joint Problem Space. |
Quelle | In: Journal of Experimental Education, 69 (2000) 1, S.36-56Infoseite zur Zeitschrift |
Beigaben | Tabellen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0973 |
Schlagwörter | Cooperation; Cooperative Learning; Learning Strategies; Medical Education; Medical Students; Prior Learning; Research Design |
Abstract | Studied the collaborative strategies used in an experimental design task by 24 high- and low-prior knowledge of medical students in groups of 4. The high prior knowledge group used knowledge to help construct plans, evaluate actions, and stay focused. The low prior knowledge group was less systematic and worked at mapping the connections between computer representations. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |