成年人对复杂解释的学习违反了他们对最佳解释顺序的直觉
Amanda M McCarthy1, Nicole Betz1, Frank C Keil1
1Department of Psychology, 2 Hillhouse Avenue, New Haven, CT 06511, USA.
Cognition
|March 14, 2024
概括
成年人更喜欢教学功能而不是机制,但这种顺序并不能改善学习. 所有的演示顺序都促进学习,挑战常见的教学直觉.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 学习科学 学习科学
背景情况:
- 成年人直观地更喜欢教学解释,把功能放在机制之前,把整体放在部分之前.
- 这些偏好在教学设计和日常解释中很常见.
研究的目的:
- 调查优选的教学秩序 (功能优先于机制,整体优先于部分) 是否提高学习成果.
- 确定这些优先顺序是否会影响易于学习的标签,功能或机制.
- 检查解释性顺序对好奇心和丧等经验结果的影响.
主要方法:
- 复制成年人对教学秩序的偏好 (研究1).
- 实验性研究比较不同解释顺序的学习结果 (功能机制与机制功能;整体部分与部分整体) (研究2-4).
- 对标签,功能和机制的学习评估,有或没有脚手架,如图表,以及体验结果的测量.
主要成果:
- 优选的教学秩序 (功能优先于机制,整体优先于部分) 与其他秩序相比没有产生显著的学习效益.
- 所有测试的演示命令都支持学习,没有证据表明有天花板或地板效应.
- 解释性顺序对好奇心和丧等经验结果只有适度的影响.
结论:
- 关于学习的最佳教学顺序的直觉 (例如,功能优先于机制) 与学习益处的经验证据不一致.
- 指令设计可能会从重新考虑特定解释序列的假定重要性中受益.
- 需要进一步的研究来了解不同教学结构的感知和实际学习效率之间的差异.
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