MARC details
| 000 -LEADER |
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| fixed length control field |
01938nab a2200265 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
PILC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221123182324.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180417s9999 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Retnowati, Endah. |
| 245 #0 - TITLE STATEMENT |
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| Title |
Can collaborative learning improve the effectiveness of worked examples in learning mathematics? / |
| Statement of responsibility, etc. |
Endah Retnowati, Paul Ayres, John Sweller |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
July 2017 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Journal of Educational Psychology |
| Number of part/section of a work |
109 : 5, page 666 - 679 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Worked examples and collaborative learning have both been shown to facilitate learning. However, the testing of both strategies almost exclusively has been conducted independently of each other. The main aim of the current study was to examine interactions between these 2 strategies. Two experiments (N = 182 and N = 122) were conducted with Grade-7 Indonesian students, comparing learning to solve algebra problems, with higher and lower levels of complexity, collaboratively or individually. Results from both experiments indicated that individual learning was superior to collaborative learning when using worked examples. In contrast, in Experiment 2, when learning from problem solving using problem-solving search, collaboration was more effective than individual learning. However, again in Experiment 2, studying worked examples was overall superior to learning from solving problems, particularly for more complex problems. It can be concluded that while collaboration could be beneficial when learning under problem solving conditions, it may be counterproductive when studying worked examples. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Team learning approach in education. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Evolutionary psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Cognition. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Mathematics |
| General subdivision |
Study and teaching. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Koha item type |
Analytics |
| Source of classification or shelving scheme |
Library of Congress Classification |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
81290 |
| First Date, FD (RLIN) |
139653 |
