Promoting Vicarious Learning of Physics Using Deep Questions with Explanations

Autor/inn/en	Craig, Scotty D.; Gholson, Barry; Brittingham, Joshua K.; Williams, Joah L.; Shubeck, Keith T.
Titel	Promoting Vicarious Learning of Physics Using Deep Questions with Explanations
Quelle	In: Computers & Education, 58 (2012) 4, S.1042-1048 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.11.018
Schlagwörter	Honors Curriculum; Class Activities; Learning Activities; Physics; Teaching Methods; Science Instruction; Scientific Concepts; Questioning Techniques; Educational Experiments; High School Students; Instructional Design; Educational Technology; Computer Assisted Instruction; Instructional Effectiveness; College Students; College Instruction; Video Technology; Multimedia Instruction + Suchen Sie Ihr Suchwort? Lernaktivität; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Befragungstechnik; Fragetechnik; Schulversuch; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Unterrichtserfolg; Collegestudent; Hochschullehre; Multimediales Lernen
Abstract	Two experiments explored the role of vicarious "self" explanations in facilitating student learning gains during computer-presented instruction. In Exp. 1, college students with low or high knowledge on Newton's laws were tested in four conditions: (a) monologue (M), (b) questions (Q), (c) explanation (E), and (d) question + explanation (Q + E). Those with low pre-experimental knowledge levels showed marginally significant yet consistently greater gains than those with high levels and condition Q + E outperformed the other three (M, Q, E). Among those with high knowledge, the Q + E presentations actually inhibited learning. In Exp. 2, high school physics students in standard and honors classes were studied during their introduction to Newton's laws. Brief (12 min) computer videos that introduced key Newtonian concepts preceded teacher presentations in seven daily sessions. Both standard and honors students who received Q + E presentations prior to regular classroom activities learned more in daily sessions than those who received either M or Q presentations. It was concluded that when key concepts are introduced in the context of deep questions along with explanations new learning was facilitated both in vicarious environments and in subsequent standard classroom activities. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10