Learning by imagining
Learning by imagining
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DOI：
10.1037/1076-898x.7.1.68
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发表时间：
2001-03-01
影响因子：
2.6
通讯作者：
Sweller, J
中科院分区：
文献类型：
--
作者：
Cooper, G;Tindall-Ford, S;Sweller, J
本研究进行了五项实验，以探讨两种可供选择的教学策略的相对有效性。研究人员将学习强调理解和记忆过程和概念的工作实例的学生与想象强调想象过程和概念的工作实例的学生进行比较。我们假设，与学习材料相比，拥有先决条件图式的学生会发现想象对学习有有益的影响，而知识较少的学生会发现想象对学习有负面影响。实验结果与我们的假设相符。结论是，在特定情况下，鼓励学生想象程序和概念可以大大促进学习。
Five experiments were conducted to investigate the relative effectiveness of 2 alternative instructional strategies. Students who were engaged in studying worked examples that emphasized understanding and remembering procedures and concepts were compared with students who were engaged in imagining worked examples that emphasized imagining procedures and concepts. It was hypothesized that students who held prerequisite schemas would find imagining to have a beneficial effect on learning, compared with studying the material, whereas students who were less knowledgeable would find imagining to have a negative effect on learning, compared with studying. Experimental results were in accord with our hypotheses. It was concluded that, under specific circumstances, encouraging students to imagine procedures and concepts can substantially facilitate learning.