Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions.
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions.
复制标题
具体和抽象的视觉表征教学：对学生问题解决、问题表征和学习感知的影响。
DOI：
10.1037/a0021995
复制
发表时间：
2011
影响因子：
4.9
通讯作者：
M. Reisslein
中科院分区：
文献类型：
--
作者：
R. Moreno;Gamze Ozogul;M. Reisslein
在3个实验中，我们研究了在教学过程中使用具体和/或抽象的视觉问题表征对学生解决问题的实践，近迁移，问题表征和学习感知的影响。在实验1和2中，新手学生学习电路分析的教学计划，其中包括解决和实践问题表示抽象（A组），具体（C组），或抽象和具体的图表（AC组），其中封面故事是抽象的A组和具体的C组和AC组。实验3增加了第四个条件（C-A）与具体的封面故事和抽象的图表。在实验1和2中，AC组在解决问题的练习上优于A组和C组，在3个实验中，AC组在迁移上优于C组;在实验3中，AC组也优于C-A组。此外，在实验2和3中，A组在迁移上优于C组，在实验3中优于C-A组。迁移分数与图表的质量和迁移测试期间绘制的抽象表示的数量呈正相关。学生的学习感知数据表明，AC组的优势依赖于两种表征的综合认知支持。我们的研究表明，当学习者体验到与他们先前知识相联系的具体视觉表征，并能够使用抽象视觉表征时，问题解决得到了促进
In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that included worked-out and practice problems represented with abstract (Group A), concrete (Group C), or abstract and concrete diagrams (Group AC), whereby the cover stories were abstract in Group A and concrete in Groups C and AC. Experiment 3 added a 4th condition (C-A) with a concrete cover story and abstract diagrams. Group AC outperformed Groups A and C on problem-solving practice in Experiments 1 and 2 and outperformed Group C on transfer across the 3 experiments; Group AC also outperformed Group C-A in Experiment 3. Further, Group A outperformed Group C on transfer in Experiments 2 and 3 and outperformed Group C-A in Experiment 3. Transfer scores were positively associated with the quality of the diagrams and the number of abstract representations drawn during the transfer test. Data on students' learning perceptions suggest that the advantage of Group AC relies on the combined cognitive support of both representations. Our studies indicate that problem solving is fostered when learners experience concrete visual representations that connect to their prior knowledge and are enabled to use abstract visual representations
如此简单，如此困难：按照指示服药。
DOI：
10.1016/j.sapharm.2016.02.002
发表时间：
2017
期刊：
Research in social & administrative pharmacy : RSAP
影响因子：
--
作者：
Burkholder,Rebecca;Linn,Elaine
通讯作者：
Linn,Elaine
影响因子：
4.6
作者：
DeLoache, JS
通讯作者：
DeLoache, JS