从错误中学习与为考试做准备的明确指令相比,这些指令都很重要
Janet Metcalfe1, Judy Xu1, Matti Vuorre2
1Columbia University, New York, New York, USA.
The British journal of educational psychology
|January 11, 2024
概括
从错误中学习可以是有益的,当学生积极参与他们的错误. 互动反侧重于错误分析,而不是仅仅是纠正,增强学习更有效地比明确的指令.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 教学教育学 在教学上
背景情况:
- 传统上,错误被视为对学习有害.
- 最近的研究表明,在特定的反条件下,错误可以增强学习.
研究的目的:
- 研究优化从错误中学习的教学策略.
- 为了比较从错误中学习 (LFE) 与明确指令 (EI).
主要方法:
- 这是一项为期2年的研究,两组学生 (每个约88人) 参与.
- 与EI (直接指令) 对比LFE (迷你测试,以错误为中心的反) .
- 专注于提高NYS代数1校长考试的表现.
主要成果:
- 与EI相比,LFE教学策略的学习率高于EI.
- 与错误互动互动,比直接纠正更有效.
- 各教师的学习效益各不相同,这凸显了教学风格的重要性.
结论:
- 对错误及其原因的互动关注促进了生产性失败.
- 让学生理解自己的错误是从错误中有效学习的关键.
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