Sequencing Support for Sense Making and Perceptual Induction of Connections Among Multiple Visual Representations
Sequencing Support for Sense Making and Perceptual Induction of Connections Among Multiple Visual Representations
复制标题
对多种视觉表示之间的连接的意义构建和感知诱导的排序支持
DOI：
10.1037/edu0000229
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发表时间：
2017
影响因子：
4.9
通讯作者：
M. Rau
中科院分区：
文献类型：
--
作者：
M. Rau
在多种视觉表征之间建立联系是学生学习的关键。本文考虑了连接形成过程中涉及的两个学习过程：连接的外显意义形成和连接的内隐知觉诱导。教学干预通过不同的问题类型来支持这些过程：意义构建问题要求学生口头解释联系，而感知归纳问题要求学生快速对众多表征进行分类。先前的研究表明，意义建构和知觉归纳问题促进了学生对领域知识的学习，但只有在这两种问题类型结合的情况下。因此，我们必须问，理解联系的能力是否增强了学生感知诱导联系的能力，或者反之亦然，因此，学生应该首先接受哪种类型的问题。本文以本科化学教学为背景，对这些问题进行了探讨。有691名学生参加的三个实验比较了先提供意义构建问题和先提供感知归纳问题的教学顺序。评估干预期间解决问题的表现和干预后化学知识学习的收获。因果路径分析测试的是首先解决意义构建问题是否会增强（或阻碍）学生从随后的感知归纳问题中学习，反之亦然。结果表明，序列与先前的化学知识相互作用：高先验知识的学生如果首先遇到意义构建问题，则表现出更高的学习收益。低先验知识的学生如果先接受感知归纳问题，则表现出更高的学习收益。因果路径分析表明，与其他方式相比，意义建构问题更能促进学生从随后的感知归纳问题中学习。然而，在问题类型之间切换的成本会干扰低先验知识的学生利用这种效应的能力。
Making connections among multiple visual representations is key to students’ learning. This article considers two learning processes involved in connection making: explicit sense making of connections and implicit perceptual induction of connections. Instructional interventions support these processes via different problem types: sense-making problems ask students to verbally explain connections, whereas perceptual-induction problems ask students to quickly categorize numerous representations. Prior research shows that sense-making and perceptual-induction problems enhance students’ learning of domain knowledge—but only if both problem types are combined. Thus, one must ask whether the ability to make sense of connections enhances students’ ability to perceptually induce connections, or vice versa, and, consequently, which problem type students should receive first. This article investigates these questions in the context of undergraduate chemistry. Three experiments with 691 students compare instructional sequences that provide sense-making problems first or perceptual-induction problems first. Effects are assessed on problem-solving performance during the intervention and on chemistry knowledge learning gains after the intervention. Causal path analyses test whether working on sense-making problems first enhances (or impedes) students’ learning from subsequent perceptual-induction problems and vice versa. Results show that sequence interacts with prior chemistry knowledge: High prior-knowledge students show higher learning gains if they receive sense-making problems first. Low-prior-knowledge students show higher learning gains if they receive perceptual-induction problems first. Causal path analyses suggest that sense-making problems enhance students’ learning from subsequent perceptual-induction problems more so than the other way around. However, costs of switching between problem types interfere with low-prior-knowledge students’ ability to take advantage of this effect.