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The role of prior knowledge and prior experience on collaborative versus individual problem solving
PROCEEDING

, University of Oklahoma, United States ; , National Changhua University of Education, Taiwan ; , University of New Mexico, United States ; , Jilin University, China ; , University of New Mexico, United States

EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This study examined if prior knowledge and prior experience impact problem solving differently in a scaffolded collaborative and individual environment. 39 pre-service teachers were assigned randomly to either collaborative or individual condition with the support of question prompts. Students’ pre- and post-problem solving tests were analyzed and the results revealed students with lower prior experience performed significantly better in problem solving than students with higher prior experience in the collaboration condition.

Citation

Ge, X., Chen, C.H., Law, V., Hu, L. & Chen, Y. (2019). The role of prior knowledge and prior experience on collaborative versus individual problem solving. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 955-958). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved November 15, 2019 from .