隐蔽检索是否有利于青少年在八年级科学课上学习?
Amber E Witherby1, Paige E Northern2, Sarah K Tauber3
1Department of Psychological Sciences, Creighton University, Omaha, NE 68178, USA.
Behavioral sciences (Basel, Switzerland)
|July 29, 2025
概括
学生写下答案的公开检索显著促进了长期的学习,而不是隐藏的检索 (精神回忆) 或在中学科学中重新学习定义. 这凸显了响应模式在检索实践有效性中的重要性.
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:
- 检索实践是一种已知的提高长期学习的策略.
- 响应模式 (公开与隐蔽检索) 对课堂环境中检索实践有效性的影响,特别是在青少年中,仍未得到充分研究.
研究的目的:
- 调查不同的检索响应模式 (公开与隐蔽) 如何影响青少年在课堂上学科学概念的学习.
- 为了比较公开检索,秘密检索和重新研究长期学习定义的有效性.
主要方法:
- 八年级学生在他们的教室参加了五次学习课程.
- 学习策略包括公开的检索 (回忆和写入术语),隐蔽的检索 (心理回忆) 和重新学习定义.
- 学生的学习被通过在实践课程结束两天后进行的最后测试来评估.
主要成果:
- 露面检索带来了比隐蔽检索和重新学习更大的学习益处.
- 秘密检索显示了与重新研究定义相似的学习结果.
- 学习策略的有效性在个人学生和特定的科学术语之间略有差异.
结论:
- 检索实践中的响应方式显著影响了其在课堂环境中对青少年学习者的有效性.
- 开放式检索是一种比秘密检索或重新学习更有效的策略,可以增强科学概念的长期学习.
- 这些发现与检索动态假设一致,强调了响应模式在教育干预中的作用.
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