Learning Geometry Problem Solving by Studying Worked Examples
Learning Geometry Problem Solving by Studying Worked Examples
复制标题
通过研究实例学习解决几何问题
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Slava Kalyuga
中科院分区：
文献类型：
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作者：
Sahar Bokosmaty;J. Sweller;Slava Kalyuga
研究表明，与强调问题解决的教学相比，严重依赖于学习样例的教学对经验不足的学习者更有效。然而，与学习一些工作示例相关的指导可能会降低更有经验的学习者的表现。本研究调查类别的指导使用几何工作的例子。使用了三个条件。在定理和步骤指导条件下，学生提供了达到答案所需的解决方案步骤和用于证明步骤的定理。在步骤指导条件下，学习者只提供了达到答案所需的步骤序列，但没有解释步骤的定理。问题解决条件要求学习者在没有任何指导的情况下解决问题。假设对于已经学习了相关定理的学生来说，主要任务是学习识别问题状态及其相关的解决方案。与解决问题或定理和步骤指导方法相比，步骤指导条件应该最好地促进这种知识。对于那些还没有完全掌握定理的学生来说，定理和步骤指导的方法应该是上级。两个几何教学实验支持这些假设。只有当学生还没有学习和自动化定理模式时，才应该提供有关定理的信息。
Research has demonstrated that instruction that relies heavily on studying worked examples is more effective for less experienced learners compared to instruction emphasizing problem solving. However, the guidance associated with studying some worked examples may reduce the performance of more experienced learners. This study investigated categories of guidance using geometry worked examples. Three conditions were used. In the theorem and step guidance condition, students were provided with the solution steps required to reach the answer and the theorems used to justify the steps. In the step guidance condition, learners were only provided with the sequence of steps needed to reach the answer but not with the theorems explaining the steps. The problem-solving condition required learners to solve problems without any guidance. It was hypothesized that for students who had already learned the relevant theorems, the major task was to learn to recognize problem states and their associated solution moves. The step guidance condition should best facilitate such knowledge, compared to a problem-solving or a theorem and step guidance approach. For students who had not yet fully learned the theorems, the theorem and step guidance approach should be superior. Two geometry instruction experiments supported these hypotheses. Information concerning theorems should only be provided if students have yet to learn and automate theorem schemas.