When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning
When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning
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看到错误就知道正确：错误示例对 3D 图学习的影响
DOI：
10.1002/acp.3671
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发表时间：
2020
影响因子：
2.4
通讯作者：
Shipley, Thomas F.
中科院分区：
文献类型：
--
作者：
Jaeger, Allison J.;Marzano, Joanna A.;Shipley, Thomas F.
理解三维地质图对科学实践的成功至关重要，研究表明，通过绘制预测草图可以提高对三维地质图的理解。在数学中，解释错误的例子有助于学习。这项研究结合了这些方法，以更好地了解如何有效地支持三维地质图的理解。参与者生成草图，解释错误的示例草图，或复制并解释正确的草图。假设生成草图或解释错误的案例会提高理解，但一个悬而未决的问题是这些条件是否会彼此不同。解释错误的例子和画草图可以提高理解能力，而解释正确的草图则不能。此外，解释错误的例子是一种比素描更有效的策略。这些结果表明，错误的例子可以有效地支持三维图的理解，并且可能在课堂时间有限的真实课堂中替代一些传统的素描活动。
Comprehending 3D diagrams is critical for success in scientific practice and research demonstrates that understanding of 3D geology diagrams can be improved by making predictive sketches. In mathematics, explaining erroneous examples can support learning. This study combined these approaches to better understand how to effectively support 3D geologic diagram understanding. Participants generated sketches, explained erroneous example sketches, or copied and explained correct sketches. It was hypothesized that generating sketches or explaining erroneous cases would improve understanding, but an open question was whether these conditions would differ from each other. Explaining erroneous examples and sketching improved understanding whereas explaining correct sketches did not. Further, explaining erroneous examples was a more efficient strategy than sketching. These results indicate that erroneous examples can be effective for supporting 3D diagram comprehension and may be a practical substitute for some traditional sketching activities in the context of real classrooms where class time is limited.