Prompting middle school science students for productive reflection: Generic and directed prompts
Prompting middle school science students for productive reflection: Generic and directed prompts
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DOI：
10.1207/s15327809jls1201_4
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发表时间：
2003-01-01
影响因子：
3.8
通讯作者：
Davis, EA
中科院分区：
文献类型：
--
作者：
Davis, EA
本研究以178名初中理科学生为被试，探讨了促进学生反思的方法。反思既指元认知，也指意义建构。主要的研究问题是：“学生仅仅需要提示反思，还是需要指导他们进行有效的反思？”“对比两种类型的反射提示。第一种类型，称为一般提示，代表了一种观点，要求学生“停下来思考”将鼓励反思。第二种类型，称为定向提示，假设一个通用的反射要求是不够的，学生应该提供提示，指出潜在的生产方向，他们的反射。（两种情况下的学生都收到了相同的活动提示，帮助他们完成了项目。结果表明，学生在一般提示条件下发展更连贯的理解，因为他们对一个复杂的科学项目的工作。与一般提示相比，学生在回应定向提示时更容易产生非生产性的反应。这些较差的反射器在项目中不如其他较好的反射器成功。有一定自主性的学生谁收到通用提示发展更连贯的理解比他们同样自主的同龄人谁收到直接提示。反思的作用，促进多个，互补的知识整合过程中描述。文章最后讨论了教学和认知的影响，包括在课堂上促进生产性反思的策略。
This classroom study, involving 178 middle school science students, investigates ways of prompting students for reflection. Reflection refers to both metacognition and sense-making. The primary research question is "Do students merely need to be prompted to reflect, or do they need guidance in reflecting productively?" Two types of reflection prompts are contrasted. The first type, called generic prompts, represents a view that asking students to "'stop and think" will encourage reflection. The second type, called directed prompts, assumes that a generic request for reflection is insufficient, and that students should instead be provided with hints indicating potentially productive directions for their reflection. (Students in both conditions received identical activity prompts that helped them complete the project.) The results show that students in the generic prompt condition develop more coherent understandings as they work on a complex science project. Students reflect unproductively more often in response to directed prompts as compared to the generic prompts. These poor reflectors are less successful on the project than are other better reflectors. Students with some autonomy who received generic prompts develop more coherent understandings than do their similarly autonomous peers who receive directed prompts. The role of reflection in promoting multiple, complementary knowledge integration processes is described. The article concludes with a discussion of implications for both instruction and cognition, including strategies for promoting productive reflection in classroom situations.