Using elaborative interrogation to facilitate acquisition of factual information in cooperative learning settings: One good strategy deserves another

Abstract

The primary purpose of this study was to determine whether providing 6th-grade students with cooperative elaborative interrogation instruction would facilitate learning relative to providing them with cooperative learning, elaborative interrogation or reading-for-understanding instructions. All students were presented with 36 factual statements about six animals. Cooperative elaborative interrogation students were instructed to work collaboratively and use their prior knowledge to state why each fact is true. Cooperative learning students were told to work collaboratively to learn target materials, while elaborative interrogation students were instructed to generate answers to the why questions on their own. Reading-control students were also on their own and instructed to read the animal facts for understanding. For immediate free recall and immediate associative matching tests, students in the experimental conditions outperformed those in the control condition. Cooperative elaborative interrogation and elaborative interrogation students maintained f his advantage on a 30-day follow-up associative matching test, with elaborative interrogation students maintaining a significant advantage relative to reading controls on a 60-day associative matching follow-up. (There was also a strong trend favouring the cooperative elaborative interrogation condition on this 60-day measure.) The quality of the 'why' answer affected learning: Generating and listening to scientifically correct answers that used relevant prtor knowledge to clarify target information was associated with better memory for facts than were other types of study responses. Students in this study learned the most when they were explicitly directed to activate relevant prior knowledge that supports and clarifies new information-processing that occurs following either small-group or individual elaborative interrogation instruction.

Helping students acquire belief‐inconsistent and belief‐consistent science facts: Comparisons between individual and dyad study using elaborative interrogatin, self‐selected study and repetitious‐reading

“…These students may have been unfamiliar with co-operative learning strategies (Johnson and Johnson, 1990Johnson, , 1991. In contrast to what was observed here, Kahl and Woloshyn (1994) demonstrated that small groups of students, who were trained in co-operative learning techniques, produce as many adequate responses as those who use elaborative interrogation independently, with this type of response being associated with greater learning than reading target information for understanding.…”

“…Kahl and Woloshyn, 1994;Wood et al, 1990), when students activated relevant background knowledge that supported target information, learning was enhanced relative to when they generated inadequate responses or failed to generate a response. Listening to a partner's adequate responses also facilitated learning relative to listening to their inadequate responses or response failures.…”

The effects of levels of elaboration on learners’ strategic processing of text

“…Several studies have measured the durability of the effectiveness of EI; however, those studies have concentrated primarily on recognition measures such as matching tasks (Kahl and Woloshyn 1994;Willoughby et al 1993), selection of true statements Woloshyn and Stockley 1995), and rating confidence of correct answers (Woloshyn and Stockley 1995). Further, texts used in all of the prior EI durability investigations presented to-be-learned sentences with corresponding elaborative interrogation prompts with each sentence.…”

initiation à l'apprentissage coopératif et son impact sur la coopération entre pairs, l'engagement par rapport à la matière et le développement de la compétence langagière en français langue étrangère (FLE) chez des étudiants de première année en études médicales à l'Université des sciences de la santé (USS) du Cambodge /

“…De plus, l'apprentissage coopératif favorise le développement académique, interpersonnel et social des apprenants (Johnson et Johnson, 1990a ;Arcan, 2003). D'un autre côté, l'engagement actif des étudiantes et étudiants dans les activités coopératives en classe nécessite un enseignement explicite et concret des habiletés et des stratégies coopératives (Johnson et Johnson, 1990bJohnson, Johnson et Holubec, 1991, 1993aCooper et Mueck, 1990;Kahl et Woloshyn, 1994;Clarke et al, 1992;Howden, 1997et Arcand, 2003 Deux définitions (Garnier, 1991 ;Daniel, 1996) (Johnson et Johnson, 1994Johnson, Johnson et Holubec, 1991, 1993a …”

“…Ils doivent planifier adéquatement leurs activités coopératives afin d'assurer la participation active et spontanée des apprenants. Us doivent aussi préparer leurs élèves à vivre pleinement l'expérience d'apprentissage coopératif et à en tirer des bénéfices en leur enseignant de façon spécifique des habiletés coopératives (Johnson et Johnson, 1990bJohnson, Johnson et Holubec, 1991, 1993aCooper et Mueck, 1990;Kahl et Woloshyn, 1994;Clarke et al, 1992;Howden, 1997et Arcand, 2003.…”