Effects of worked examples in a primary school mathematics curriculum
Effects of worked examples in a primary school mathematics curriculum
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小学数学课程中实例的效果
DOI：
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发表时间：
2012
影响因子：
5.4
通讯作者：
S. Brand
中科院分区：
文献类型：
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作者：
Nelleke van Loon;T. Gog;S. Brand
大量的研究表明，对于初学者来说，教学更多地依赖于工作的例子，而不是解决问题，是更有效的学习，如较高的测试成绩所示。此外，这种有益的效果往往是在获得和测试阶段获得更少的获得时间和更低的认知负荷。然而，大多数研究都是在实验室环境中进行的，实验对象是大学生，控制条件是在没有任何额外支持的情况下解决问题。本研究采用准实验设计，在为期3周的时间里，调查了在一个采用现实主义数学教学法的现有小学数学课程中实施样例的效果。结果表明，在测试性能或认知负荷没有显着差异，然而，工作的例子组达到了这个水平的性能与显着更少的收购时间。
A large body of research has shown that for novice learners, instruction that relies more heavily on worked examples than on problem solving, is more effective for learning as shown by higher test performance. Moreover, this beneficial effect is often obtained with less acquisition time and lower cognitive load during acquisition and test phase. However, most of this research has been conducted in laboratory settings with college or university students and a control condition consisting of problem solving without any additional support. The present study, using a quasi-experimental design, investigated the effects of implementing worked examples in an existing primary school mathematics curriculum in which a realistic mathematics teaching method is used, during a 3-week period. The results showed no significant differences in test performance or cognitive load; however, the worked examples group attained this level of performance with significantly less acquisition time.