A time for telling
A time for telling
复制标题
DOI：
10.1207/s1532690xci1604_4
复制
发表时间：
1998-01-01
影响因子：
3.3
通讯作者：
Bransford, JD
中科院分区：
文献类型：
--
作者：
Schwartz, DL;Bransford, JD
提高文本理解的建议通常会规定激活先验知识，如果学生一开始就没有相关的先验知识，那么这个规定可能会出现问题。在本文中，我们描述了一种关于发展先验知识的方法的研究，该方法可以帮助学生从文本或讲座中学习。我们提出先验知识，帮助学生从文本或讲座中学习做好准备。我们建议，分析对比案例可以帮助学习者生成差异化的知识结构，使他们能够深入理解文本。注意到对比案例之间的区别创造了“讲述的时间”；学习者准备好被告知他们所发现的区别的重要性。在三项课堂研究中，大学生分析了对比案例，其中包括简化的实验设计和经典心理学实验的数据。然后，他们接受了有关实验中突出的心理现象的讲座或文本。大约一周后，学生们预测了一个假设实验的结果，该实验可以根据他们所研究的概念进行解释。产生对比案例之间的区别，然后阅读文本或听讲座，比控制处理（a）阅读案例之间的区别并听讲座，（b）总结相关文本并听讲座，以及（c）在不听讲座的情况下分析对比案例两次产生更准确的预测。我们认为，分析对比案例可以提高学生辨别不同心理现象类别的特定特征的能力，就像植物学家可以区分特定花朵的亚种一样。这种差异化的知识使学生能够在向他们提供相关心理学原理的解释时深入理解它们。这些结果可以为建构主义教学模式提供信息，因为它们适用于课堂活动和从口头材料中学习。特别是，结果表明，如果学生拥有足够差异化的领域知识，能够以生成的方式使用说明性材料，那么课堂上就有讲座和阅读的空间。
Suggestions for improving text understanding often prescribe activating prior knowledge, a prescription that may be problematic if students do not have the relevant prior knowledge to begin with. In this article, we describe research about a method for developing prior knowledge that prepares students to learn from a text or lecture. We propose prior knowledge that prepares students to learn from a text or lecture. We propose that analyzing contrasting cases can help learners generate the differentiated knowledge structures that enable them to understand a text deeply. Noticing the distinctions between contrasting cases creates a "time for telling"; learners are prepared to be told the significance of the distinctions they have discovered. In 3 classroom studies, college students analyzed contrasting cases that consisted of simplified experimental designs and data from classic psychology experiments. They then received a lecture or text on the psychological phenomena highlighted in the experiments. Approximately 1 week later, the students predicted outcomes for a hypothetical experiment that could be interpreted in light of the concepts they studied. Generating the distinctions between contrasting cases and then reading a text or hearing a lecture led to more accurate predictions than the control treatments of (a) reading about the distinctions between the cases and hearing a lecture, (b) summarizing a relevant text and hearing a lecture, and (c) analyzing the contrasting cases twice without receiving a lecture. We argue that analyzing the contrasting cases increased students' abilities to discern specific features that differentiated classes of psychological phenomena, much as a botanist can distinguish subspecies of a given flower. This differentiated knowledge prepared the students to understand deeply an explanation of the relevant psychological principles when it was presented to them. These results can inform constructivist models of instruction as they apply to classroom activities and learning from verbal materials. In particular, the results indicate that there is a place for lectures and readings in the classroom if students have sufficiently differentiated domain knowledge to use the expository materials in a generative manner.