Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Cooperative Learning | 3 |
| Grade 12 | 3 |
| Physics | 3 |
| Academic Achievement | 2 |
| Comparative Analysis | 2 |
| Foreign Countries | 2 |
| High School Students | 2 |
| Learning Theories | 2 |
| Science Instruction | 2 |
| Teaching Methods | 2 |
| Achievement Gains | 1 |
| More ▼ | |
Author
| Berger, Roland | 3 |
| Hanze, Martin | 2 |
| Hänze, Martin | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Grade 12 | 3 |
| High Schools | 3 |
| Secondary Education | 2 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBerger, Roland; Hänze, Martin – International Journal of Science Education, 2015
We 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…
Descriptors: Teacher Effectiveness, Academic Achievement, Science Instruction, Educational Quality
Berger, Roland; Hanze, Martin – International Journal of Science Education, 2009
Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…
Descriptors: Physics, Secondary School Science, Grade 12, Secondary School Students
Hanze, Martin; Berger, Roland – Learning and Instruction, 2007
One hundred thirty-seven students in 12th grade physics classes participated in a quasi-experimental study comparing the jigsaw classroom method of cooperative instruction with traditional direct instruction. While no differences were found between the two conditions for physics achievement gains, the results revealed differences in students'…
Descriptors: Program Effectiveness, Teaching Methods, Physics, Learning Theories
