Instruction and Mental Model Progression: Learner‐Dependent Effects of Teaching Strategies on Knowledge Acquisition and Analogical Transfer
Instruction and Mental Model Progression: Learner‐Dependent Effects of Teaching Strategies on Knowledge Acquisition and Analogical Transfer
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教学和心理模型进展：教学策略对知识获取和类比迁移的学习者依赖性影响
DOI：
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发表时间：
1995
期刊：
影响因子：
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通讯作者：
F. Dinter
中科院分区：
文献类型：
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作者：
N. Seel;F. Dinter
摘要 心智模型的两个一般功能是代表人类知识和产生有关现实世界现象的合理性。从建构主义认识论的角度来看，提出了特定的教学方法是否对学习者心智模型的构建具有可测量的影响的问题。在一项针对 131 名学生的实验中，调查了说明性教学策略和两种引导式发现教学策略在知识获取和类比迁移方面是否存在显着差异。基于计算机的学习计划提供了教学策略和教学材料。先验理解、特定领域知识、年级和性别的影响受到控制。主要结果是，研究表明说明性教学策略比引导式发现策略更有效。此外，对引导发现策略的分析表明初始心理模型的重要性
ABSTRACT Two general functions of mental models are to represent human knowledge and to generate plausibility concerning real‐world phenomena. From the perspective of a constructivist epistemology the question is raised whether specific instructional methods have a measurable effect on learners’ construction of mental models. In an experiment with 131 students it was investigated whether there are significant differences between an expository teaching strategies and two guided‐discovery teaching strategies with respect to the acquisition and analogical transfer of knowledge. Computer‐based learning programs delivered the teaching strategies and instructional materials. The effect of a priori understanding, domain‐specific knowledge, grade, and gender was controlled. As a main result, the study shows that the expository teaching strategy was more efficient than the guided‐discovery strategies. Furthermore, an analysis of the guided‐discovery strategies suggests the importance of an initial mental model