Peer reviewedERIC Number: EJ631805
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0959-4752
EISSN: N/A
Collaboration on the Basis of Complementary Domain Knowledge: Observed Dialogue Structures and Their Relation to Learning Success.
Kneser, Cornelia; Ploetzner, Rolf
Learning and Instruction, v11 n1 p53-83 Feb 2001
Analyzed the data produced in an experimental study on collaborative learning in which 10th graders were taught qualitative or quantitative knowledge of classical mechanics. Dyads who have been taught differently worked on problems beyond the competence of each student. Qualitatively taught students gained more from the information provided by their partners than did quantitatively taught students. (SLD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
