Lasting Learning in Physics by Constructive Retrieval

通过建设性检索实现物理学的持久学习

• 批准号: 495697660
• 负责人: Professorin Dr. Claudia von Aufschnaiter
• 金额: --
• 依托单位: Institut für Didaktik der Physik
• 依托单位国家: 德国
• 项目类别: Research Units
• 资助国家: 德国
• 项目状态: 未结题
• 来源: https://gepris.dfg.de/gepris/projekt/495697660?language=en
• 关键词: Lasting; Learning; Physics; Constructive; Retrieval

In physics instruction, students should understand the content so that they can use their knowledge to solve new problems (transfer). In addition, they should remember this knowledge for longer periods (retention). Ideally, teachers should foster the attainment of both goals (transfer and retention) simultaneously to prepare for future learning (e.g., to make conceptual knowledge about the connection between force and motion in linear motion usable for later learning about rotational motion). Despite the relevance of addressing the two goals simultaneously, their attainment is usually investiga¬ted in separate research fields. For example, knowledge consolidation (retention) is studied in research on retrieval practice and learning for understanding and transfer is analyzed in research on generative learning. In this project, we combine retrieval practice and generative learning (here: focus on self-explanation and on example comparison) in physics instruction to test whether we can thereby foster lasting learning outcomes (i.e., delay of eight weeks) with respect to factual retention, transfer, and preparation for future learning. More specifically, we test the assumption that just the combination of both retrieval demands and prompting generative learning activities—also called constructive retrieval—leads to lasting learning outcomes. We address the following main research questions: (A) Can lasting learning outcomes be fostered by combining retrieval demands and self-explanation prompting? Is this effect mediated by both mental effort and self-explanation quality? (Exp. 1). (B) Do students make better use of learning tasks that demand retrieval (i.e., investing mental effort) and of learning tasks that prompt self-explanations (i.e., providing good self-explanations) when learners are informed about the rationale of these learning tasks (principle of informed training)? Does this better use mediate better lasting learning outcomes? (Exp. 2). (C) Are the effects of combining retrieval and generative learning activities on lasting learning outcomes moderated by the complexity of the prompted generative learning activity (prompting self-explanation vs. prompting example comparison; the latter being more complex for students)? (Exp. 3). (D) Are the effects of our instructional procedures (i.e., retrieval demands, self-explanation prompting, example comparison prompting, and informed training) moderated by learners’ motivational goal orientations? (Exp. 1-3). In addition, we replicate an experiment of a partner project within the present Research Unit (Exp. 4). We conduct our field experiments in mechanics instruction at "Gymnasiums" (11th grade), teaching important school-relevant knowledge. Overall, we aim to gain insights about how to optimize learning by combining instructional procedures from different research fields (i.e., retrieval practice and generative learning).

在物理教学中，学生应该理解内容，以便他们能够运用自己的知识解决新问题（迁移）。此外，他们应该记住这些知识更长的时间（保留）。理想情况下，教师应同时促进实现这两个目标（迁移和保留），为未来的学习做准备（例如，使关于线性运动中的力和运动之间的联系的概念性知识可用于以后关于旋转运动的学习）。尽管同时解决这两个目标的相关性，但它们的实现通常在不同的研究领域中进行。例如，在检索实践研究中研究了知识巩固（保持），在生成性学习研究中分析了为理解和迁移而学习。在这个项目中，我们在物理教学中结合联合收割机检索实践和生成性学习（这里：专注于自我解释和示例比较），以测试我们是否可以由此促进持久的学习成果（即，延迟八周），以实际保留，转移和准备未来的学习。更具体地说，我们测试的假设，只是结合检索需求和促进生成性学习活动，也称为建设性检索，导致持久的学习成果。我们解决了以下主要研究问题：（A）持久的学习成果可以通过结合检索需求和自我解释的提示？这种效应是否同时受到心理努力和自我解释质量的影响？（实验）1）。(B)学生是否更好地利用了需要检索的学习任务（即，投入精神努力）和促使自我解释的学习任务（即，提供良好的自我解释），当学习者被告知这些学习任务的基本原理（知情培训原则）？这是否更好地使用调解更好的持久的学习成果？（实验）2）。(C)检索和生成性学习活动相结合对持久学习成果的影响是否受到提示生成性学习活动的复杂性（提示自我解释与提示示例比较;后者对学生来说更复杂）的调节？（实验）3）。(D)是我们的教学程序的效果（即，提取要求、自我解释提示、样例比较提示和知情训练）对学习者动机目标取向的影响？（实验）第1-3段）。此外，我们复制了一个实验的合作伙伴项目在本研究单位（实验。4）。我们在“体育馆”（11年级）进行力学教学的实地实验，教授重要的学校相关知识。总的来说，我们的目标是通过结合来自不同研究领域的教学程序（即，检索实践和生成性学习）。