کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4940220 | 1436410 | 2017 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?
ترجمه فارسی عنوان
یادگیری از آموزش مستقیم: بهترین توسط چند فعالیت اختراع خود تنظیم شده یا هدایت شده تهیه شده است؟
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کلمات کلیدی
فعالیت های اختراع، نمونه کارها، آموزش فیزیک، آمادگی خود را برای یادگیری، بار شناختی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that-given some practice-self-regulated outperforms guided preparation for learning from direct instruction.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 51, October 2017, Pages 26-35
Journal: Learning and Instruction - Volume 51, October 2017, Pages 26-35
نویسندگان
Inga Glogger-Frey, Katharina Gaus, Alexander Renkl,