生成示例对理解和元理解的影响
Tricia A Guerrero1, Thomas D Griffin1, Jennifer Wiley1
1Department of Psychology, University of Illinois, Chicago.
Journal of experimental psychology. Applied
|September 5, 2023
概括
创建示例可以帮助学习,但评估它们是关键. 评估生成的例子显著提高了科学学生的理解和应用技能.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 科学教育科学教育教育.
背景情况:
- 学习者经常使用示例来增强理解,先前的研究表明,在宣言式学习中查看和生成示例都有好处.
- 然而,自我生成的例子对于提高理解解释性科学文本的有效性仍未得到充分探索.
- 本研究研究了示例生成对本科科学教育中的理解和理解监测的影响.
研究的目的:
- 确定生成示例是否有助于提高本科科学学生的理解和理解监测.
- 为了比较与不同程度的参与在示例生成和评估中的学习收益.
主要方法:
- 一个预后设计被雇佣与本科科学学生.
- 参与者完成了阅读和实践测试,一些小组额外生成示例和/或通过反评估其质量.
- 用基于应用的测试问题来评估理解和理解监测.
主要成果:
- 所有学生的整体理解能力都有所提高,但那些没有评估而生成示例的学生的学习收益很小.
- 评估生成示例质量的学生表现出最显著的学习收益,特别是基于应用的评估.
- 虽然过度自信在各个条件下降,但在综合性监测中没有观察到群体之间的显著差异.
结论:
- 学习示例生成的有效性取决于学习者的参与,评估和反增强了效益.
- 与涉及批判性评估的活动相比,仅仅依靠生成示例可能不会产生实质性的学习改进.
- 这些发现挑战了这样的假设,即仅仅是生成示例对于学习复杂的科学概念是普遍有益的.
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