Generative Activity During Geometry Problem Solving: Comparison of the Performance of High-Achieving and Low-Achieving High School Students
Generative Activity During Geometry Problem Solving: Comparison of the Performance of High-Achieving and Low-Achieving High School Students
复制标题
解决几何问题期间的生成活动：高成就和低成就高中生的表现比较
DOI：
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
M. Chinnappan
中科院分区：
文献类型：
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作者：
M. Lawson;M. Chinnappan
本研究采用有声思维的方法，比较了高成就组和低成就组11年级学生在解决几何问题时的解题成绩。学生还进行了知识评估任务，涉及定理回忆和提示回忆任务，以提供估计的知识，可供访问的解决方案尝试。解决问题的协议的详细分析表明，HA的学生不仅获得了更大的几何知识，但也更有效地利用这些知识。在更困难的问题，这些HA学生产生更多的信息，使用所产生的信息，以获得进一步的相关知识，并表现出更频繁的管理他们的处理行为。从两组学生的生成活动的差异的性质进行了说明。
The problem-solving performance of groups of high-achieving (HA) and low-achieving (LA) Year 11 students was compared during solution of geometry problems using a think-aloud procedure. Students also undertook knowledge assessment tasks involving theorem recall and a prompted recall task to provide estimates of knowledge available for access during the solution attempts. Detailed analysis of problem-solving protocols indicated that HA students not only accessed a greater body of geometrical knowledge but also used that knowledge more effectively. On the more difficult problems, these HA students generated more information, used that generated information to access further relevant knowledge, and showed more frequent management of their processing behavior. The nature of the difference in generative activity of a student from each of the two groups is illustrated.
影响因子：
5.4
作者：
KINTSCH, W;GREENO, JG
通讯作者：
GREENO, JG