Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Startseite

Literaturnachweis - Detailanzeige

 
AutorenLoibl, Katharina; Rummel, Nikol
TitelDiscussing student solutions is germane for learning when providing or delaying instruction.
QuelleAus: Cho, Young Hoan (Hrsg.); Caleon, Imelda Santos (Hrsg.); Kapur, Manu (Hrsg.): Authentic problem solving and learning in the 21st century. Perspectives from Singapore and beyond. Berlin: Springer (2015) S. 229-248
PDF als Volltext  Link als defekt melden    Verfügbarkeit 
ReiheEducation innovation series
Spracheenglisch
Dokumenttypgedruckt; online; Sammelwerksbeitrag
ISBN978-981-287-520-4; 978-981-287-521-1
DOI10.1007/978-981-287-521-1_13
SchlagwörterProblemlösen; Intuitives Wissen; Quasi-Experiment; Pädagogische Psychologie
AbstractRecent studies have shown benefits of problem-solving prior to instruction (cf. productive failure) for learning. These findings seem to contradict well-established assumptions of cognitive load theory. However, there are two possible mechanisms in line with cognitive load theory that may explain these beneficial effects: the activation of prior knowledge and intuitive ideas during the problem-solving phase to generate solution approaches and the focusing of attention on relevant components of the canonical solution by comparing and contrasting typical student solutions to the canonical solution during the instruction phase. It is unclear whether the reported benefits originate from the activation of prior knowledge and intuitive ideas during the problem-solving phase or from the specific form of instruction in which student solutions are compared and contrasted to the canonical solution. To investigate this question, we compared three conditions in a quasi-experimental study: standard instruction prior to problem-solving (I - PS), instruction in which typical student solutions are contrasted to the canonical solution prior to problem-solving (Icontrast - PS), and problem-solving prior to instruction in which typical student solutions are contrasted to the canonical solution (PS - Icontrast). I - PS was outperformed by the other two conditions on conceptual knowledge. This finding suggests that student solutions are fruitful learning resources. We argue that the comparison of student solutions and the canonical solution focuses attention on the relevant components of the solution, which leads to deeper processing. Indeed, our cognitive load measures suggest that comparing and contrasting typical student solutions during instruction is germane for learning. (Verlag).
Erfasst vonExterner Selbsteintrag
UpdateNeueintrag 2018-08
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Die Wikipedia-ISBN-Suche verweist direkt auf eine Bezugsquelle Ihrer Wahl.
Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)