Learning with multiple solutions - more promising in homogeneous or in heterogeneous teams?

Description

Learning with multiple solutions in mathematics is promising in order to foster deep insight and understanding. However, it is often very difficult for students to generate just one solution, let alone more than one. The aim of this study is to investigate whether collaboration fosters the acquisition of modeling competencies, and whether learning in homogeneous or in heterogeneous teams is more promising. In an experiment, students learned alone, in homogeneous dyads, or in heterogeneous dyads, and they were prompted to generate one or multiple solutions in the learning phase (N = 193 seventh and eighth graders). Learning in homogeneous dyads was most beneficial with respect to the acquisition of modeling competencies. Being prompted to generate a second solution was beneficial only for learners with high prior knowledge; however, overall, generating multiple solutions had positive impact.

Period	26 Aug 2023
Event title	20th Biennial EARLI Conference for Research on Learning and Instruction
Event type	Conference
Location	GreeceShow on map