Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation

Autor/inn/en	Horiguchi, Tomoya; Imai, Isao; Toumoto, Takahito; Hirashima, Tsukasa
Titel	Error-Based Simulation for Error-Awareness in Learning Mechanics: An Evaluation
Quelle	In: Educational Technology & Society, 17 (2014) 3, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Simulation; Error Correction; Learning Processes; Misconceptions; Secondary School Students; Grade 7; Science Education; Tests; Problem Solving; Models; Hypothesis Testing; Discovery Learning; Feedback (Response); Teaching Methods; Pretests Posttests; Scores; Case Studies; Interviews + Suchen Sie Ihr Suchwort? Simulation program; Simulationsprogramm; Korrektur; Learning process; Lernprozess; Missverständnis; Sekundarschüler; School year 07; 7. Schuljahr; Schuljahr 07; Naturwissenschaftliche Bildung; Examination; Prüfung; Examen; Problemlösen; Analogiemodell; Hypothesenprüfung; Hypothesentest; Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	Error-based simulation (EBS) has been developed to generate phenomena by using students' erroneous ideas and also offers promise for promoting students' awareness of errors. In this paper, we report the evaluation of EBS used in learning "normal reaction" in a junior high school. An EBS class, where students learned the concept with EBS, was compared with a usual class where students learned it as usual. We used a pre-test, post-test, delayed post-test, and an interview after the delayed post-test. In tests, three kinds of tasks were included. A learning task was used in the learning process. A complex task is a little different from a learning task and can't be solved by memorization. A transfer task is very different from the learning task and can't be solved without generalizing the learning. In the post-test and delayed post-test, the scores of the EBS class were significantly higher than those of the usual class. The differences of scores between these classes in the complex and transfer tasks were larger than those in the learning task. In the interview, students in the EBS class explained their solution in more conceptual ways. These results suggest that EBS contributed to the generalization and retention of the learned concept, "normal reaction." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10