Literaturnachweis - Detailanzeige
Autor/inn/en | Loibl, Katharina; Rummel, Nikol |
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Titel | Delaying instruction alone doesn't work. Comparing and contrasting student solutions is necessary for learning from problem-solving prior to instruction. |
Quelle | Aus: Rummel, Nikol (Hrsg.); Kapur, Manu (Hrsg.); Nathan, Mitchell (Hrsg.); Puntambekar, Sadhana (Hrsg.): CSCL 2013 conference proceedings. 1. Full papers & symposia. (2013) S. 296-303
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; Sammelwerksbeitrag |
Schlagwörter | Kognitiver Prozess; Problemlösen; Pädagogische Psychologie; Experiment; Lernen; Pädagogische Psychologie; Schüler; Unterricht; Didaktik; Problemlösen; Lerntheorie; Kognitiver Prozess; Instruktion; Schüler; Lernen; Lerntheorie; Didaktik; Experiment; Unterricht; Instruktion; Untersuchung |
Abstract | Recent studies have shown benefits of problem-solving prior to instruction. However, it is unclear whether these benefits are based on the cognitive processes related to the problem-solving activity prior to instruction or originate from comparing and contrasting students' solutions to the canonical solution during subsequent instruction. To separate these effects, [the authors] conducted a quasi-experimental study with 240 students varying the two factors timing of instruction (problem-solving prior to instruction versus instruction prior to problemsolving) and form of instruction (standard instruction versus instruction that compares and contrasts typical student solutions). [The] results indicate that comparing and contrasting typical student solutions is a prerequisite for the effectiveness of problem-solving prior to instruction. Problem-solving prior to instruction combined with instruction where student solutions were compared and contrasted to the canonical solution outperformed all other conditions. Problem-solving prior to standard instruction was no more effective than standard instruction prior to problem-solving. (Orig.). |
Erfasst von | Externer Selbsteintrag |
Update | 2016/1 |