Effects of Guidance on Learning about Ill-defined Problems
Effects of Guidance on Learning about Ill-defined Problems
复制标题
指导对学习不明确问题的影响
DOI：
10.1007/978-3-031-09680-8_28
复制
发表时间：
2022
期刊：
影响因子：
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通讯作者：
An, S.
中科院分区：
文献类型：
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作者：
An, S.
我们提出了一项研究，探讨指导学习解决不明确的问题，在本科生物教育的影响。两组大学生使用一个名为VERA的在线实验室来学习定义不清的生态现象。其中一组接受指导，例如给学习者一个具体的问题和解决问题的方法，而另一组只接受最低限度的指导。结果表明，虽然在解决问题的任务中的表现是没有不同的组接受更多与最低限度的指导，组，接受最低限度的指导，采用了更探索性的策略，并产生更有趣的模型，在解决问题的任务中的给定现象。
We present a study that examines the effects of guidance on learning about addressing ill-defined problems in undergraduate biology education. Two groups of college students used an online laboratory named VERA to learn about ill-defined ecological phenomena. While one group received guidance, such as giving the learners a specific problem and instruction on problem-solving methods, the other group received minimal guidance. The results indicate that, while performance in a problem-solving task was not different between groups receiving more vs. minimal guidance, the group that received minimal guidance adopted a more exploratory strategy and generated more interesting models of the given phenomena in a problem-solving task.