Finding and fixing errors in worked examples: Can this foster learning outcomes?
Finding and fixing errors in worked examples: Can this foster learning outcomes?
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DOI：
10.1016/j.learninstruc.2007.09.008
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发表时间：
2007-12-01
影响因子：
6.2
通讯作者：
Renkl, Alexander
中科院分区：
文献类型：
--
作者：
Grosse, Cornelia S.;Renkl, Alexander
样例学习是结构良好领域中一种有效的学习方法。如果把错误包括在内，其效力是否能进一步提高？这是通过确定是否正确和不正确的解决方案在工作的例子中的组合增强学习成果相比，只有正确的解决方案，以及是否正确和不正确的解决方案的混合物是更有效的错误时，突出显示。此外，还评估了促进自我解释的有效性。在实验1中，参与者学习在六个条件下解决概率问题，这些条件构成了一个2 × 3因子设计（因子1：正确和不正确的解决方案，突出错误与正确和不正确的解决方案，不突出错误与正确的解决方案;因子2：提示书面自我解释与没有提示）。一个倾向治疗的相互作用被发现：提供正确和不正确的解决方案促进远迁移性能，如果学习者有有利的先验知识，如果学习者有穷人的先验知识正确的解决方案，只有更有利的。实验2复制了这种相互作用效应。因此，正确和不正确的解决方案的混合物，在工作的例子，提高学习成果，只有“好”的学习者。此外，实验2表明，面对不正确的解决方案的学习者改变了他们的自我解释的质量：一方面，可以观察到新类型的有效的自我解释，但另一方面，非常重要的基于原则的自我解释的数量大大减少。一个可能的措施，以防止这种负面影响的不正确的解决方案进行了讨论。(c)2007爱思唯尔有限公司保留所有权利。
Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 x 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for "good" learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed. (c) 2007 Elsevier Ltd. All rights reserved.