Interactive Effects of Prior Knowledge and Material Format on Cooperative Teaching

Abstract

The purpose of the experiment was to determine the separate and combined effects of varied learning materials (knowledge maps or texts) and teaching props (overview maps or outlines) on the learning of 2 different sets of material within the context of cooperative teaching. The participants were assigned to 1 of 4 cooperative teaching groups that used knowledge maps or texts as study materials, teaching props, or both. Each dyad studied material on probability theory (PT) and on the autonomic nervous system (ANS). One participant was responsible for teaching 1 set of material and was the learner for the other set of material. The teachers significantly outperformed the learners on measures of recall that included content and organization. The effects of format of the study materials or communication props depended on the prior knowledge of the participants. Format of the materials affected scores on organization for the PT passage but affected the content of the recall of the ANS passage. The results of the experiment delineated some of the conditions under which knowledge maps and texts are effective as learning or teaching tools.

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