Advancing the Guidance Debate: Lessons from Educational Psychology and Implications for Biochemistry Learning.
Advancing the Guidance Debate: Lessons from Educational Psychology and Implications for Biochemistry Learning.
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DOI：
10.1187/cbe.19-11-0260
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发表时间：
2020-09
期刊：
影响因子：
--
通讯作者：
Lemons PP
中科院分区：
文献类型：
--
作者：
Halmo SM;Sensibaugh CA;Reinhart P;Stogniy O;Fiorella L;Lemons PP
科学、技术、工程和数学教育方面的研究支持在大学课程中从传统的讲授向循证教学的转变，但尚不清楚特定的循证教学法在解决问题等学习结果方面是否比其他方法更有效。研究支持三种截然不同的教学方法：样例加实践、生产失败和引导式探究。这些方法在指导的性质和时间上各不相同，同时都让学习者参与到解决问题的过程中来。教育心理学家对它们的相对有效性存在争议，但这两种方法还没有被直接比较。在这项研究中，我们调查了样例加练习、生产失败和两种形式的引导性探究(非支架式和支架式指导)对学生学习生物化学基本概念的影响。我们比较了四种教学法在基础知识表现和近迁移问题解决方面的表现，以及产出性失败和远迁移问题解决的支架式指导。我们发现：1)四种教学方法对基础知识的表现没有不同的影响；2)样例加练习、生产失败和支架式指导与非支架式指导相比导致了更好的近迁移绩效；3)生产失败和支架式指导不会对远迁移绩效产生不同的影响。这些发现为研究人员和大学教师提供了见解。
Research in science, technology, engineering, and mathematics education supports a shift from traditional lecturing to evidence-based instruction in college courses, yet it is unknown whether particular evidence-based pedagogies are more effective than others for learning outcomes like problem solving. Research supports three distinct pedagogies: worked examples plus practice, productive failure, and guided inquiry. These approaches vary in the nature and timing of guidance, all while engaging the learner in problem solving. Educational psychologists debate their relative effectiveness, but the approaches have not been directly compared. In this study, we investigated the impact of worked examples plus practice, productive failure, and two forms of guided inquiry (unscaffolded and scaffolded guidance) on student learning of a foundational concept in biochemistry. We compared all four pedagogies for basic knowledge performance and near-transfer problem solving, and productive failure and scaffolded guidance for far-transfer problem solving. We showed that 1) the four pedagogies did not differentially impact basic knowledge performance; 2) worked examples plus practice, productive failure, and scaffolded guidance led to greater near-transfer performance compared with unscaffolded guidance; and 3) productive failure and scaffolded guidance did not differentially impact far-transfer performance. These findings offer insights for researchers and college instructors.
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