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评分标题上的积分值影响STEM材料的自我调节学习
Morgan D Shumaker1, Michelle L Rivers1,2, Sarah K Tauber1
1Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA.
学习者优先学习STEM概念,在得分标题上得分值较高. 这表明标签有效地指导学生学习时间和概念选择在自我调节的学习.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 在STEM教育方面.
背景情况:
- 在自我调节的学习过程中,学习者的决策是复杂的.
- 评分标题是常见的教育工具,但它们对学习行为的影响尚未完全理解.
研究的目的:
- 调查分数表上的点值是否会影响学习者如何分配学习时间和选择概念.
- 检查变化,统一或没有点值对概念研究的影响.
主要方法:
- 92名参与者参与了对五种矿物形成概念的自我调节研究.
- 参与者可以访问具有不同点值条件 (不同,均,没有) 的评分标题.
- 记录了研究时间和概念选择频率.
主要成果:
- 标题上分数值较高的概念比价值较低的概念更频繁地被选择进行研究.
- 这种效应在不同概念的强度上有所不同.
- 被赋予更高点值的概念被研究了稍长一点的时间.
结论:
- 评分标题,特别是它们的积分值信息,可以指导学习者的学习决策.
- 这些发现与价值导向记忆和基于议程的学习调节理论一致.
- 教师可以利用标签来影响学生对特定学习材料的参与.
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