Knowing what you don't know makes failure productive.

Autor/inn/en	Loibl, Katharina; Rummel, Nikol
Titel	Knowing what you don't know makes failure productive.
Quelle	In: Learning and instruction, (2014) 34, S. 74-85Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2014.08.004
Schlagwörter	Vergleich; Pädagogische Psychologie; Fehler; Lernen; Problemorientiertes Lernen; Wissenslücke; Instruktion
Abstract	To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global awareness of knowledge gaps (i.e., awareness without being able to identify which specific component is lacking). These gaps may subsequently be specified by comparing students' solutions to the canonical solution. In [the authors'] first experiment, the teacher highlighted specific gaps by comparing typical student solutions to the canonical solution before or after problem solving. The second experiment varied the factors form of instruction (with or without student solutions) and timing of instruction (problem-solving prior to or after instruction). Problem-solving prior to instruction triggered a global awareness of knowledge gaps. While this was beneficial for learning when combined with instruction with student solutions, [the] results indicate that comparing student solutions during instruction to specify the gaps is the most relevant factor. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/1