一项准实验性研究,探讨PAR对成为敏捷战士的影响
Leon Berry1, Bart Rienties2, Allison Littlejohn2
1Army School of Education, Worthy Down Camp, Winchester, UK.
概括
敏捷战士概念,使用现在,应用,审查 (PAR) 方法,并没有显著提高英国陆军新兵的思维能力. 个人因素,而不仅仅是教学方法,影响了学习成果.
科学领域:
- 军事教育 军事教育
- 教育心理学教育心理学
- 学习科学学习科学
背景情况:
- 敏捷战士概念旨在提高英国陆军的批判性思维.
- 它从由教师领导的转变为建设主义的,学生领导的学习,通过现在,应用,审查 (PAR) 方法.
- 这项研究调查了PAR在第一阶段招聘人员培训中的有效性.
研究的目的:
- 评估PAR方法对新兵动机,自我调节和反思思维的影响.
- 探索影响个人新兵PAR有效性的因素.
- 为武装部队未来的培训策略提供信息.
主要方法:
- 一个准实验性的前后设计比较了97名接受PAR培训的新兵与115名未接受PAR培训的新兵.
- 收集了关于动机,自我调节和反思性思维的定量数据.
- 与八名新兵进行的半结构面试探讨了个人对 PAR 方法的经验.
主要成果:
- 与非PAR指令相比,没有发现PAR指令的显著积极影响.
- 招募动机,自我调节和反思性思维并没有被PAR显著增强.
- 采访显示,预先倾向,动机气候和学习因素影响了PAR的有效性.
结论:
- 单独使用 PAR 方法并没有对新兵的认知技能带来预期的改善.
- 学习者的预先倾向,教练的影响和个体学习因素对培训结果产生重大影响.
- 建议对构造主义方法进行进一步的研究,强调动机气候和学习者特征.
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