Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning
Educating and Measuring Choice: A Test of the Transfer of Design Thinking in Problem Solving and Learning
复制标题
教育和衡量选择：对问题解决和学习中设计思维迁移的测试
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Daniel L. Schwartz
中科院分区：
文献类型：
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作者：
Doris B. Chin;K. Blair;Rachel Wolf;Luke D. Conlin;M. Cutumisu;Jay Pfaffman;Daniel L. Schwartz
教育工作者的目标是使学生掌握学习策略，以便他们在自己处理新问题时能够应用。教学设计思维策略可以支持这一目标。第一次测试将表明这些策略有利于学习，并且学生会自发地将它们转移到课堂教学之外。为了检验这一点，我们引入了基于选择的评估（CBAs）。CBAs衡量人们在最少指导的情况下如何学习，他们必须作为独立的学习者做出决定。在这里，六年级的学生完成了多个设计活动，强调要么寻求建设性的批评或探索替代品的空间。之后，他们完成了CBAs，衡量策略转移。结果表明，低成就的学生受益最多的教学，表现出相对增加，他们使用的设计思维策略。此外，策略选择与先前的成就措施，并出现调解性能和学习的CBAs。选择使用这两种策略本身并不相关，这表明它们不是一个更大的结构的子集，例如成长心态。总之，CBAs实现了双重证明：设计思维策略可以提高学习和解决问题的能力，设计思维教学可以提高成绩较低的学生在需要新学习的新环境中选择使用有效策略的可能性。
Educators aim to equip students with learning strategies they can apply when approaching new problems on their own. Teaching design-thinking strategies may support this goal. A first test would show that the strategies are good for learning and that students spontaneously transfer them beyond classroom instruction. To examine this, we introduce choice-based assessments (CBAs). CBAs measure how people learn when there is minimal guidance and they must make decisions as independent learners. Here, sixth-grade students completed multiple design activities that emphasized either seeking constructive criticism or exploring a space of alternatives. Afterward, they completed the CBAs, which measured strategy transfer. Results showed that lower-achieving students benefitted most from instruction, exhibiting a relative increase in their use of design-thinking strategies. In addition, strategy choices correlated with prior achievement measures and appeared to mediate performance in and learning from the CBAs. The choices to use the two strategies themselves were not correlated, which indicates that they are not subsets of a larger construct, such as growth mindset. In sum, CBAs enabled a double demonstration: design-thinking strategies may improve learning and problem solving, and design-thinking instruction may improve the likelihood of lower-achieving students choosing to use effective strategies in novel settings that require new learning.
影响因子：
7.6
作者：
Iyengar, SS;Lepper, MR
通讯作者：
Lepper, MR