From Example Study to Problem Solving: Smooth Transitions Help Learning
From Example Study to Problem Solving: Smooth Transitions Help Learning
复制标题
从实例研究到解决问题：平稳过渡有助于学习
DOI：
--
复制
发表时间：
2002
期刊：
影响因子：
--
通讯作者：
Richard K. Staley
中科院分区：
文献类型：
--
作者：
A. Renkl;R. Atkinson;Uwe Maier;Richard K. Staley
研究表明，在认知技能的初始习得中，范例学习和问题解决相结合是有效的。然而，目前用于组合这些学习模式的方法是静态的，并且不支持从技能获得的早期阶段的示例学习过渡到后来的问题解决。在此背景下，作者提出了将问题解决要素逐步整合到范例研究中，直到学习者自己解决问题(即完整的例子越来越多的不完整的例子待解决的问题)。作者测试了这种淡化过程的有效性，而不是传统的使用例子-问题对的方法。在一个现场实验和两个更多的对照实验室实验中，作者发现：(A)至少在考虑到近迁移性能的情况下，衰落过程促进了学习；(B)学习过程中问题解决错误的数量在这一效应中起着中介作用；以及(C)与向前方式(首先省略第一步解决问题)相比，向后淡化解决问题的步骤(首先省略最后一步)更有利。
Abstract Research has shown that it is effective to combine example study and problem solving in the initial acquisition of cognitive skills. Present methods for combining these learning modes are static, however, and do not support a transition from example study in early stages of skill acquisition to later problem solving. Against this background, the authors proposed a successive integration of problem-solving elements into example study until the learners solved problems on their own (i.e., complete example increasingly more incomplete examples problem to-be-solved). The authors tested the effectiveness of such a fading procedure against the traditional method of using example-problem pairs. In a field experiment and in 2 more controlled laboratory experiments, the authors found that (a) the fading procedure fosters learning, at least when near transfer performance is considered; (b) the number of problem-solving errors during learning plays a role in mediating this effect; and (c) it is more favorable to fade out worked-out solution steps in a backward manner (omitting the last solution steps first) as compared with a forward manner (omitting the first solution steps first).