The Effects of Diagrams and Questioning-While-Reading on Learning from a Statistics Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).

Autor/inn/en	Clinton, Virginia; Alibali, Martha W.; Nathan, Mitchell J.
Titel	The Effects of Diagrams and Questioning-While-Reading on Learning from a Statistics Lesson [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (35th, Chicago, IL, Nov 14-17, 2013).
Quelle	(2013), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teaching Methods; Probability; Undergraduate Students; Visual Aids; Questioning Techniques; Pretests Posttests; Randomized Controlled Trials; Comparative Analysis; Problem Solving; Scores; Hypothesis Testing; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Anschauungsmaterial; Befragungstechnik; Fragetechnik; Problemlösen; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	This study examined the effectiveness of two methods of increasing student learning from posterior probability lessons: diagrams and questioning while reading. Undergraduate students (N = 245) read a lesson in one of three diagram conditions and one of three questioning-while-reading conditions (embedded questions, elaboration interrogations, and control in which they read twice). Diagrams helped students in the control group accurately solve posterior probability problems on the posttest, but only if the information presented in the diagram was also presented in the text. Contrary to expectation, students in the control condition accurately solved more posterior probability problems on the posttest than did students in the questioning conditions. Poor answer quality for the embedded questions and elaborative interrogations is a possible explanation for the unexpected results. [For the complete proceedings, see ED584443.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01