Error-based simulation (EBS) has been developed to generate phenomenon by using students' erroneous idea and also it is considered as a promising method to promote the Students be aware of their errors. In this pa...
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ISBN:
(纸本)9781607500285
Error-based simulation (EBS) has been developed to generate phenomenon by using students' erroneous idea and also it is considered as a promising method to promote the Students be aware of their errors. In this paper, we used the EBS in learning of "normal reaction force" in a junior high school, and then compared the EBS class (where students learned the concept with EBS) and the usual class (where students learned the concept as usual) by using the results of a pre-test, post-test, delayed post-test and all interview after the delayed post-test. The results suggest that EBS contributed to generalization and retention of the learned concept as for "normal reaction force".
In this study we examine the implications that corrected-errors in asynchronous video based lessons can have on learners' perception of the instruction. We find that explicit explanation following corrected-errors...
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ISBN:
(纸本)9781605583815
In this study we examine the implications that corrected-errors in asynchronous video based lessons can have on learners' perception of the instruction. We find that explicit explanation following corrected-errors negates most of the negative effects towards learners' perception of the instruction.
To foster medical students’ diagnostic knowledge a case-based worked example approach was implemented in the context of a computer-based learning environment. Thirty medical students were randomly assigned to the con...
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This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although man...
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This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although many instructional theories have advocated providing students with immediate feedback on errors, some researchers have argued that immediate feedback eliminates the opportunity for students to practice monitoring for and learning from errors. Thus, they advocate delayed feedback. This article provides evidence that this line of reason is flawed and suggests that rather than focusing on the timing of feedback, instructional designers should focus on the "model of desired performance" with respect to which feedback is provided. Instead of delaying feedback, we suggest broadening our model of correct behavior or desired performance to include some kinds of incorrect, but reasonable behaviors. This article explores the effects of providing feedback on the basis of a so-called intelligent novice cognitive model. A system based on an intelligent novice model allows students to make certain reasonable errors, and provides guidance through the exercise of error detection and correction skills. There are two pedagogical motivations for feedback based on an intelligent novice model. First, jobs today not only require ready-made expertise for dealing with known problems, but also intelligence to address novel situation where nominal experts are thrown back to the state of a novice. Second, the opportunity to reason about the causes and consequences of errors may allow students to form a better model of the behavior of domain operators. Results show that Students receiving intelligent novice feedback acquire a deeper conceptual understanding of domain principles and demonstrate better transfer and retention of skills over time.
This paper proposes the examination of the potential role that corrected-errors can play in asynchronous online video-based learning of troubleshooting education within the context of computer programming language ped...
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ISBN:
(纸本)9781605580784
This paper proposes the examination of the potential role that corrected-errors can play in asynchronous online video-based learning of troubleshooting education within the context of computer programming language pedagogy.
In competitive markets with global sourcing the acquisition phase in plant engineering is essential. It is the aim of the contractor to quote a project with the best price possible in order to compete but a considerab...
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ISBN:
(纸本)9789536313891
In competitive markets with global sourcing the acquisition phase in plant engineering is essential. It is the aim of the contractor to quote a project with the best price possible in order to compete but a considerable risk is involved. A new approach is presented using the experience of error situations to valuate the risk in the acquisition phase. The risk areas and the risk specification of a potential project are identified and individually valuated. In addition to this the design robustness of the project is configured. In order to achieve a configuration as accurate as possible a matrix correlating the project risk and the project design is established. The matrix helps to identify the critical design areas and their specifications.
In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals' expert practice and learning. Negative knowledge is experientially acquired knowledge a...
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In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals' expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional knowledge by emphasizing knowing about what to avoid as part of experts' effective actions. During routine actions, negative knowledge enhances professionals' certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work.
learningfrom worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of cor...
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learningfrom worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 x 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only;Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge;if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for "good" learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed. (c) 2007 Elsevier Ltd. All rights reserved.
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