在调试学习机会的十字路口对立的立场
David DeLiema1, Ashley Hufnagle1, Miguel Ovies-Bocanegra2
1Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA.
The British journal of educational psychology
|February 17, 2024
概括
学习中的失败提供了成长的机会,但学生和教师可能会优先考虑不同的学习过程. 本研究探讨了在计算机科学教育陷入局后,对哪些学习策略进行学习的分歧.
科学领域:
- 教育心理学教育心理学
- 计算机科学教育计算机科学教育
- 话语分析 话语分析
背景情况:
- 在学习中失败的时刻提供了成长,但往往被狭地研究.
- 现有的研究往往侧重于单一的学习过程,忽视了各种学生和教师的方法.
- 教师和学生在陷入局后参与各种学习过程,包括解决反复出现的问题和为新挑战做好准备.
研究的目的:
- 调查学生和教师参与以下学习局的异质学习过程.
- 检查计算机科学教育中有价值的学习过程的选择和优先级.
- 了解失败后优先考虑特定的学习策略背后的分歧和理由.
主要方法:
- 利用话语心理学,互动分析和肖像画.
- 在计算机科学研讨会期间,分析了中学生和教师之间的自然主义话语.
- 在一年内进行了三项案例研究,将对话分析与纵向学生肖像结合起来.
主要成果:
- 失败的时刻为多样化的学习途径创造了机会.
- 学生和教师之间关于优先考虑特定的学习过程存在分歧.
- 参与者阐述了为突出特定的学习策略的理由,以应对局.
结论:
- 强调不同目标之间的紧张关系,并支持从失败中学习.
- 强调在研究和教学中优先考虑谁对目标和支持的观点的重要性.
- 建议需要更细致的方法来促进从失败中学习的生产力.
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