Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enZiegler, Esther; Edelsbrunner, Peter A.; Star, Jon R.
TitelPreventing interference: Reordering complexity in the learning of new concepts.
QuelleIn: Journal of educational psychology, 111 (2019) 7, S. 1202-1219Infoseite zur Zeitschrift
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0022-0663; 1939-2176
DOI10.1037/edu0000347
SchlagwörterBegriffsbildung; Kognitiver Prozess; Lernen; Lehrmethode; Algebra; Mathematik; Mathematikunterricht; Interferenz
AbstractIntroducing new concepts to learners in an order of increasing complexity appears to be beneficial for learning, but typically introduction of concepts does not always adhere to this principle. We examined whether introducing new algebra concepts in a contrasted manner or in an order of increasing complexity instead of a different more typical order influences learning and retention. A total of 138 sixth graders were introduced to algebraic expression simplification. In algebra, addition of terms is usually introduced before multiplication of terms. However, the concept of addition appears to be structurally more complex than the concept of multiplication. Two experimental conditions in which algebraic multiplication was either introduced first, or both concepts simultaneously, caused substantially stronger learning gains and better retention compared with a third condition with the more typical order. Contrasted presentation of both concepts performed best, with strongest and most stable learning gains. Presenting multiplication first led to comparable gains on addition problems, but to lower achievement on multiplication problems in the longer delay. These findings suggest a rethinking of introduction orders in algebra and beyond. (ZPID).
Erfasst vonLeibniz-Institut für Psychologie, Trier
Update2020/4
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Journal of educational psychology" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: