Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
Inventing a solution and studying a worked solution prepare differently for learning from direct instruction
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DOI：
10.1016/j.learninstruc.2015.05.001
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发表时间：
2015-10-01
影响因子：
6.2
通讯作者：
Renkl, Alexander
中科院分区：
文献类型：
--
作者：
Glogger-Frey, Inga;Fleischer, Corinna;Renkl, Alexander
解决一个开放的问题所提出的发明和生产性的失败的方法已被证明有效地准备学习者随后的直接教学。发明可以提高对知识差距的认识（认知），并增加对学习内容的好奇心和兴趣（激励效应）。然而，用一个有效的解决方案来研究问题可以有不同的认知和动机优势。在两个完全不同的领域和设置（N-1 = 42; N-2 = 40）的实验中，我们测试了在多大程度上工作在一个开放的问题（发明），而不是研究一个工作的解决方案，同样的问题更好地准备（1）学生教师的学习策略评估，（2）八年级学生学习物理中的比率。一个行之有效的解决办法能更好地支持转移。中介变量为自我调节学习时间（实验1）和自我效能感（实验2）。发明，然而，增加知识差距的经验，以及（在实验1）的兴趣和好奇心。在两个不同的领域和设置的稳定转移效应提出了有趣的问题，为进一步的研究，迄今尚未系统地调查。(C)2015爱思唯尔有限公司版权所有。
Solving an open problem as proposed by inventing and productive failure approaches has been shown to prepare learners effectively for subsequent direct instruction. Inventing can raise awareness of knowledge gaps (cognitive) as well as increase curiosity about and interest in the learning contents (motivational effects). However, studying the problem with a worked solution can have different cognitive and motivational advantages. In two experiments in quite different domains and settings (N-1 = 42; N-2 = 40), we tested to what extent working on an open problem (inventing) as opposed to studying a worked solution of the same problem better prepares (1) student teachers for learning-strategy evaluation, and (2) 8th-graders for learning about ratios in physics. Transfer was better supported by a worked solution. Mediators were the (self-regulated) learning time on most relevant learning contents (Experiment 1) and self-efficacy (Experiment 2). Inventing, however, increased knowledge-gap experience as well as (in Experiment 1) interest and curiosity. The stable transfer effect in two different domains and settings raises interesting questions for further research that had not been systematically investigated so far. (C) 2015 Elsevier Ltd. All rights reserved.