Abstract
Traditional jigsaw-type scripts create strong knowledge interdependence by distributing information on core concepts between learners. However, previous research indicates that such knowledge interdependence may hinder interactive knowledge co-construction by reducing learners' common ground on core concepts. In an experiment with undergraduates (n = 78) in three-person-groups, we contrasted two rationales for distributing information: (1) establishing strong knowledge interdependence by distributing knowledge on core concepts as in a traditional jigsaw-type script, and (2) establishing weak knowledge interdependence by distributing only contextual information in a modified jigsaw-type script. Weak knowledge interdependence particularly benefitted low prior knowledge learners' transfer performance. Furthermore, it supported learners' interactive knowledge co-construction during collaboration, and this interactive co-construction mediated the effects of knowledge interdependence on individual learning. This study illustrates how collaborative and individual learning activities interrelate, and that a slightly modified jigsaw-type script makes a valuable addition to an instructor's toolbox.
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