Transfer Effects of Adding Seductive Details to Case-Based Instruction

Autor/in	Abercrombie, Sara
Titel	Transfer Effects of Adding Seductive Details to Case-Based Instruction
Quelle	In: Contemporary Educational Psychology, 38 (2013) 2, S.149-157 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2013.01.002
Schlagwörter	Teaching Methods; Feedback (Response); Case Method (Teaching Technique); Teacher Education Programs; Preservice Teachers; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case method; Fallmethode
Abstract	The current research investigates the efficacy of the case-based instructional method for teacher education when seductive details (i.e. interesting but extraneous details) are included or removed. Aspiring teachers (n = 108) learned about principles of writing effective feedback in a text-based lesson without a description of a classroom case (C control), with a classroom case that contained seductive details (SD group), or with a classroom case that did not contain seductive details (NSD group). All participants then took retention and transfer tests. Results indicated equivalent group performance on retention, but improved performance for the NSD group compared to the SD group on transfer (d = 0.64). Results encourage the use of cognitive design principles to support meaningful learning when using classroom cases in instruction. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10