Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes.

By M. Hänze, R. Berger. 2007

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/209e195e37e91b3d8539b84a8554b2d959fe3d53

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The impact of cooperative learning on tertiary EFL learners’ motivation (2014, background): “…that students who engaged in CL reported substantially better autonomy, competence and relatedness than those in traditional teaching settings (Hänze and Berger 2007) and that the three basic psychological needs referred to earlier are positively correlated to intrinsic motivation (Sears and…”
Effects of cooperative integrated reading and composition (CIRC) technique on reading-writing skills (2011, background): “…increases and their communication, problem-solving and critical thinking skills develop; and where they actively participate in the teaching-learning process (Bowen, 2000; Doymus, 2007; Eilks, 2005; Gillies, 2006; Hanze and Berger, 2007; Hennessy and Evans, 2006; Levine, 2001; Lin, 2006).”
Motivation for learning science in kindergarten: Is there a gender gap and does integrated inquiry and literacy instruction make a difference (2009, background): “Similarly, physics instruction that used jigsaw cooperative learning resulted in twelfth grade girls reporting greater competence in physics compared to girls who received direct instruction (Hänze & Berger, 2007).”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, methodology): “The direct connection between experience of competence and students’ performance was found by Hänze and Berger (2007) in physics.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, neutral): “These two variables have been investigated in other educational research which has indicated their positive influence on learning (e.g. Hänze & Berger, 2007; Krause, Stark, & Mandl, 2009), but none of these studies met our criteria for inclusion.”
Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, methodology): “Two items were taken from the study by Hänze and Berger (2007).”