Secondary School Students Learning from Reflections on the Rationale behind Self-Made Errors: A Field Experiment

Autor/inn/en	Heemsoth, Tim; Heinze, Aiso
Titel	Secondary School Students Learning from Reflections on the Rationale behind Self-Made Errors: A Field Experiment
Quelle	In: Journal of Experimental Education, 84 (2016) 1, S.98-118 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.963215
Schlagwörter	High School Students; Reflection; Error Patterns; Error Correction; Mathematics Education; Fractions; Field Studies; Grade 7; Grade 8; Educational Experiments; Pretests Posttests; Knowledge Level; Learning Processes; Learning Strategies; Intervention; Foreign Countries; Mathematics Tests; Feedback (Response); Hypothesis Testing; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fehlertyp; Korrektur; Mathematische Bildung; Bruchrechnung; Praxisforschung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Schulversuch; Wissensbasis; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Deutschland
Abstract	Thus far, it is unclear how students can learn most effectively from their own errors. In this study, reflections on the rationale behind self-made errors are assumed to enhance knowledge acquisition. In a field experiment with pre/post/follow-up design, the authors practiced fractions with 174 seventh- and eighth-grade students who were randomly assigned to one of two conditions: The students reflected on either the rationale behind their own errors or on the correct solution corresponding to their own errors. Students in the first condition group demonstrated a greater procedural knowledge at the posttest and at the follow-up test. Furthermore, at the follow-up test, these students demonstrated a higher conceptual knowledge. The implications for theory and school instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01