Type:

Other

Description:

Examined how task design influences the effectiveness of peer collaboration in facilitating students' conceptual change in physics. Subjects were 8- to 12-year olds studying heating and cooling. Results showed the general superiority of collaborative tasks that both facilitate critical testing and require rules; task designs deploying one feature in isolation were less helpful than designs deploying none.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Concept Formation,Task Performance,Task Structure,Higher Education,Middle School,NSDL,Peer Relationship,Instructional Material Design,collaboration,peer learning,Problem Solving,Education Practices,oai:nsdl.org:2200/20061003064448215T,NSDL_SetSpec_439869,Cooperation,Education,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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