Strategic Derring: Using Errors to Maximise Learning

战略上的大胆：利​​用错误来最大化学习

• 批准号: 2891128
• 金额: --
• 依托单位: University of Southampton
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2891128
• 关键词: Strategic; Derring; Using; Errors; Maximise

The proposed research is designed to assess the efficacy of a new potential teaching technique to improve educational outcomes, based on the newly discovered Deliberate Erring (Derring) effect. In educational settings, students are often motivated to avoid making mistakes, and therefore avoid error-based learning. Recent research on the Derring effect, however, indicates that guiding students to produce deliberate errors in low-stakes study environments can be a powerful technique to improve learning. Critically, the benefits of deliberate erring have been found to outstrip other popular and effective study techniques such as elaborative encoding and concept-mapping. Thus, Derring has strong potential as an easy and cost-effective study technique that could be readily implemented into teaching practices. Currently, however, the Derring effect has been observed in only a limited range of contexts, and the mechanisms that underpin the Derring effect are not well-understood. The proposed PhD project will fill these gaps, to provide a better understanding of the contexts in which Derring is likely to be effective for long-term learning. The key aims of the project are to (1) test the key theories of the Derring effect, to establish the mechanisms that underpin the Derring effect, (2) establish the generality of the Derring effect with different populations, and in classroom contexts, and (3) demonstrate the longevity of the Derring effect. Together, this programme of research will allow me to draw strong conclusions about the potential benefits of Derring in educational settings, and to produce clear guidelines on how Derring should be employed.

这项拟议的研究旨在评估一种新的潜在教学技术的有效性，以改善教育结果，基于新发现的故意犯错(鼓励)效应。在教育环境中，学生经常被激励去避免犯错误，从而避免基于错误的学习。然而，最近关于鼓励效应的研究表明，在低风险的学习环境中引导学生产生故意错误可能是提高学习效率的一种强有力的技术。关键的是，研究发现，刻意犯错的好处超过了其他流行和有效的研究方法，如精心编码和概念图绘制。因此，DERING作为一种简单且经济有效的学习方法具有很强的潜力，可以很容易地应用到教学实践中。然而，目前，这种激励效应只在有限的背景下被观察到，而且支撑激励效应的机制还没有被很好地理解。拟议的博士项目将填补这些空白，以便更好地了解鼓励可能对长期学习有效的背景。该项目的主要目标是(1)检验激励效应的关键理论，建立支撑激励效应的机制，(2)建立激励效应在不同人群和课堂环境中的普遍性，以及(3)证明激励效应的持久性。总而言之，这项研究计划将使我能够就教育环境中鼓励的潜在好处得出强有力的结论，并就如何使用鼓励提出明确的指导方针。