Don't Just Do It, Explain It: A 5th Grade Worked Examples Curriculum Supports Transfer to Algebra Content

Autor/inn/en	Hallinen, Nicole R.; Booth, Julie L.
Titel	Don't Just Do It, Explain It: A 5th Grade Worked Examples Curriculum Supports Transfer to Algebra Content
Quelle	(2018), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 5; Transfer of Training; Algebra; Elementary School Students; Problem Solving; Mathematics Skills; Elementary School Science; Instructional Effectiveness; Misconceptions; Mathematical Concepts; Error Patterns; Demonstrations (Educational); Accuracy; Concept Formation + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Training; Transfer; Ausbildung; Problemlösen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Unterrichtserfolg; Missverständnis; Fehlertyp; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Concept learning; Begriffsbildung
Abstract	5th graders (n=527) were randomly assigned to self-explain worked examples (WE) or solve problems during a yearlong study. WE students learned more algebra skills when given algebra worked examples on an end-of-year transfer measure. Comparing attempts, conceptual, and mechanical correctness by condition, results demonstrated that the condition difference in accuracy was attributable to better understanding of conceptual ideas in the WE condition, not to greater willingness to try or fewer mechanical errors. [This paper was published in: J. Kay and R. Luckin (Eds.) "Rethinking learning in the digital age: Making the Learning Sciences count: The International Conference of the Learning Sciences (ICLS)," London, UK.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01