心理学
等价(形式语言)
程序性知识
概念学习
质量(理念)
认知心理学
观念转变
数学教育
认识论
计算机科学
领域知识
知识管理
语言学
哲学
作者
Percival G. Matthews,Bethany Rittle‐Johnson
标识
DOI:10.1016/j.jecp.2008.08.004
摘要
Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical equivalence problems (e.g., 7 + 3 + 9 = 7 + _ ). Experiment 1 varied whether instruction was conceptual or procedural in nature (n=40), and Experiment 2 varied whether children were prompted to self-explain after conceptual instruction (n=48). Conceptual instruction led to higher quality explanations, greater conceptual knowledge, and similar procedural knowledge compared with procedural instruction. No effect was found for self-explanation prompts. Conceptual instruction can be more efficient than procedural instruction and may make self-explanation prompts unnecessary.
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