Erroneous examples: effects on learning fractions in a web-based setting
Erroneous examples: effects on learning fractions in a web-based setting
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错误示例：对基于网络的环境中学习分数的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Ann
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文献类型：
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作者：
Dimitra Tsovaltzi;B. McLaren;E. Melis;Ann
从错误中学习可能是21世纪世纪的一项关键能力，特别是对于非正式学习来说，这种元认知技能是先决条件。我们调查是否，如何以及何时基于网络的互动错误的例子，促进这种能力，并增加分数和学习成果的理解。错误的例子给学生带来了常见的错误或误解。对不同年级的学生进行了三项研究。我们比较了三种条件下的认知，元认知，概念和迁移学习结果：控制条件（解决问题），在没有帮助的情况下学习错误示例的条件，以及在错误检测和纠正支持下学习错误示例的条件。我们的研究结果表明，显着的元认知学习收益的错误的例子，帮助六年级学生。当提供额外的帮助时，他们还显示了9年级和10年级学生的认知和概念学习收益。对七年级学生没有影响。我们讨论了我们的研究结果对教学设计的影响。
Learning from errors can be a key 21st century competence, especially for informal learning where such metacognitive skills are a prerequisite. We investigate whether, how and when web-based interactive erroneous examples promote such competence, and increase understanding of fractions and learning outcomes. Erroneous examples present students with common errors or misconceptions. Three studies were conducted with students of different grade levels. We compared the cognitive, metacognitive, conceptual, and transfer learning outcomes of three conditions: a control condition (problem solving), a condition that learned with erroneous examples without help, and a condition that learned with erroneous examples with error detection and correction support. Our results indicate significant metacognitive learning gains of erroneous examples with help for 6th-graders. They also show cognitive and conceptual learning gains for 9th and 10th-graders when additional help is provided. No effects were found for 7th-graders. We discuss the implications of our findings for instructional design.