The Jigsaw Method in 12th-Grade Physics Classes – Impact of the Group’s Ability Composition on Academic Performance

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dc.creatorBerger, Roland
dc.creatorHänze, Martin
dc.date.accessioned2017-03-27T08:04:30Z
dc.date.available2017-03-27T08:04:30Z
dc.date.issued2017-03-27T08:04:30Z
dc.identifier.citationInternational Journal of Modern Education Research, Vol.3, No. 5, 2016, S. 28-36, AASCIT, ISSN: 2375-3781
dc.identifier.issn2375-3781
dc.identifier.urihttps://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2017032715765-
dc.description.abstractTwo hundred thirty-six students in 12th-grade physics classes took part in a quasiexperimental study comparing homogeneous and heterogeneous grouping in a jigsaw classroom. Students were assigned to expert groups according to their prior topic knowledge. Students showed higher intrinsic motivation, activated deeper level processing strategies, and performed better on their expert topic when working in homogeneous groups. Self-reported quality of communication was identified as a partial mediator between the composition of the expert group and academic performance.eng
dc.relationhttp://www.aascit.org/journal/archive2?journalId=910&paperId=4281
dc.subjectCooperative Learningeng
dc.subjectJigsaw Classroomeng
dc.subjectGroup Compositioneng
dc.subjectPhysicseng
dc.subject.ddc530 - Physik
dc.titleThe Jigsaw Method in 12th-Grade Physics Classes – Impact of the Group’s Ability Composition on Academic Performanceeng
dc.typeEinzelbeitrag in einer wissenschaftlichen Zeitschrift [article]
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