Problem solving in video-based micro worlds: Collaborative and individual outcomes of high-achieving sixth-grade students

Journal of Educational Psychology

Volumn 92, Issue 2, 2000, Pages 391-398

  Barron, Brigid ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0034195043     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.92.2.391     Document Type: Article

References (32)

1. Amigues, R. (1988). Peer interaction in solving physics problems: Socio-conitive confrontation and metacognitive aspects. Journal of Experimental Child Psychology, 45(1), 141-158.
2. Artzt, A. F., & Armour-Thomas, E. (1992). Development of a cognitive-metacognitive framework for protocol analysis of mathematical problem solving in small groups. Cognition & Instruction, 9(2), 137-175.
3. Azmitia, M. (1988). Peer interaction and problem solving: When are two heads better than one? Child Development, 59(1), 87-96.
4. Barron, B., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, T., Zech, L., & Bransford, J. D. (1998). Doing with understanding: Lessons from research on problem and project-based learning. Journal of the Learning Sciences, 7, 271-311.
5. Barron, B., Vye, N. J., Zech, L., Schwartz, D., Bransford, J. D., Goldman, S. R., Pellegrino, J., Morris, J., Garrison, S., & Kantor, R. (1995). Creating contexts for community based problem solving: The Jasper Challenge Series. In P. A. C. Hedley & M. Rabinowitz (Eds.), Thinking and literacy: The mind at work. Hillsdale, NJ: Erlbaum.
6. Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2, 141-178.
7. Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291-315.
8. Cognition and Technology Group at Vanderbilt. (1997). The Jasper project: Lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Erlbaum.
9. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64(1), 1-35.
10. Coleman, E. (1998). Using explanatory knowledge during collaborative problem solving in science. Journal of the Learning Sciences, 7, 387-427.
11. Damon, W., & Killen, M. (1982). Peer interaction and the process of change in children's moral reasoning. Merrill-Palmer Quarterly, 28(3), 347-367.
12. Forman, E. A., & Cazden, C. B. (1985). Exploring Vygotskian perspectives in education: The cognitive value of peer education. In J. V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives. New York: Cambridge University Press.
13. Gauvain, M., & Rogoff, B. (1989). Collaborative problem solving and children's planning skills. Developmental Psychology, 25, 139-151.
14. Goldman, S. R., Cosden, M. A., & Hine, M. S. (1992). Working alone and working together: Individual differences in the effects of collaboration on learning handicapped students' writing. Learning & Individual Differences, 4(4), 369-393.
15. Greeno, J., Collins, A., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner &R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
16. Hatano, G., & Inagaki, K. (1991). Sharing cognition through a collective comprehension activity. In L. R. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition. Washington, DC: American Psychological Association.
17. Hill, G. W. (1982). Group versus individual performance: Are N + 1 heads better than one? Psychological Bulletin, 91, 517-539.
18. Hutchins, E. (1991). The social organization of distributed cognition. In L. R. Resnick, J. Levine, & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 283-307). Washington, DC: American Psychological Association.
19. National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
20. Phelps, E., & Damon, W. (1989). Problem solving with equals: Peer collaboration as a context for learning mathematics and spatial concepts. Journal of Educational Psychology, 81, 639-646.
21. Quicke, J., & Winter, J. (1995). "Best friends": A case-study of girls' reactions to an intervention designed to foster collaborative group work. Gender and Education, 7(3), 259-281.
22. Salomon, G. (Ed.). (1993). Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press.
23. Salomon, G., & Globerson, T. (1989). When teams do not function the way they ought to. International Journal of Educational Research, 13, 89-99.
24. Schoenfeld, A. H. (1989). Ideas in the air: Speculations on small group learning, environmental and cultural influences on cognition, and epistemology. International Journal of Education, 31, 71-88.
25. Schwartz, D. L. (1995). The emergence of abstract representations in dyad problem solving. Journal of the Learning Sciences, 4(3), 321-354.
26. Tudge, J. (1989). When collaboration leads to regression: Some negative consequences of socio-cognitive conflict. European Journal of Social Psychology, 19, 123-138.
27. Van Haneghan, J. P., Barron, L., Young, M. F., Williams, S. F., Vye, N. J., &Bransford, J. D. (1992). The Jasper series: An experiment with new ways to enhance mathematical thinking. In D. F. Halpern (Ed.), Enhancing thinking skills in the sciences and mathematics (pp. 15-38). Hillsdale, NJ: Erlbaum.
28. Vygotsky, L. S. (1978). Mind in society. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
29. Webb, N. (1984). Sex differences in interaction and achievement in cooperative small groups. Journal of Educational Psychology, 76, 33-44.
30. Webb, N. M. (1993). Collaborative group versus individual assessment in mathematics: Processes and outcomes. Educational Assessment, 1(2), 131-152.
31. Webb, N., & Palinscar, A. S. (1996). Group processes in the classroom. In R. C. Calfee & D. C. Berliner (Eds.), Handbook of educational psychology (pp. 841-873). New York: Prentice Hall.
32. Webb, N. M., Troper, J. D., & Fall, R. (1995). Constructive activity and learning in collaborative small groups. Journal of Educational Psychology, 87, 406-423.