Promoting Strategy Change: Mere Exposure to Alternative Strategies Helps, but Feedback Can Hurt

Autor/inn/en	Brown, Sarah A.; Alibali, Martha W.
Titel	Promoting Strategy Change: Mere Exposure to Alternative Strategies Helps, but Feedback Can Hurt
Quelle	In: Journal of Cognition and Development, 19 (2018) 3, S.301-324 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1477778
Schlagwörter	Feedback (Response); Problem Solving; Mathematics Instruction; Educational Strategies; Intervention; Validity; Task Analysis; Teaching Methods; Pretests Posttests; Elementary School Students; Worksheets; Grade 2; Grade 3; Parent Attitudes; Questionnaires; Learning Strategies; Schemata (Cognition); Regression (Statistics); Statistical Analysis + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Lehrstrategie; Gültigkeit; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Elternverhalten; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognition; Schema; Kognition; Regression; Regressionsanalyse; Statistische Analyse
Abstract	This study investigated effects of feedback and exposure to alternative strategies on strategy change in children (N = 106, age range = 7;3-10;0) learning about mathematical equivalence. Children's strategies were evaluated before and after a brief instructional intervention. During the intervention, children either were exposed to a set of 4 alternative strategies (2 correct, 2 incorrect) without information about the validity of the strategies or completed a control task. In addition, some children received feedback about existing strategies, and others did not. Exposure to alternative strategies led to more strategy change and better performance on a problem-solving task. The effect of feedback on strategy change depended on children's confidence in their existing strategies and on their pretest knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01