Productive failure in learning the concept of variance
Productive failure in learning the concept of variance
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DOI：
10.1007/s11251-012-9209-6
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发表时间：
2012-07-01
影响因子：
2.5
通讯作者：
Kapur, Manu
中科院分区：
文献类型：
--
作者：
Kapur, Manu
在一项对九年级数学学生学习方差概念的研究中，学生们经历了直接指导（DI）和生产失败（PF），其中他们首先被要求在没有任何指导的情况下生成方差的定量指标，然后才接受关于该概念的DI。而DI学生只依赖于教给他们的方差的规范公式，PF学生产生了方差的多样性公式，但在发展规范公式方面是不成功的。然而，在后测中，在不影响程序流畅性的情况下，PF学生在概念理解和迁移方面明显优于DI学生。这些结果挑战了这样一种说法，即让学习者解决针对他们陌生概念的问题几乎没有效果，并且在学习者自己解决问题之前需要进行人工智能。
In a study with ninth-grade mathematics students on learning the concept of variance, students experienced either direct instruction (DI) or productive failure (PF), wherein they were first asked to generate a quantitative index for variance without any guidance before receiving DI on the concept. Whereas DI students relied only on the canonical formulation of variance taught to them, PF students generated a diversity of formulations for variance but were unsuccessful in developing the canonical formulation. On the posttest however, PF students significantly outperformed DI students on conceptual understanding and transfer without compromising procedural fluency. These results challenge the claim that there is little efficacy in having learners solve problems targeting concepts that are novel to them, and that DI needs to happen before learners should solve problems on their own.