Literaturnachweis - Detailanzeige
| Autor/in | Osman, Magda |
|---|---|
| Titel | Seeing Is as Good as Doing |
| Quelle | In: Journal of Problem Solving, 2 (2008) 1, S.29-40, Artikel 3 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1932-6246 |
| DOI | 10.7771/1932-6246.1029 |
| Schlagwörter | Problem Solving; Active Learning; Skill Development; Observational Learning; Knowledge Level; Accuracy; Learning Processes; Intuition; Hypothesis Testing; College Students; Foreign Countries; Water Quality; Task Analysis; Scoring; Performance Based Assessment; Statistical Analysis; United Kingdom (London) |
| Abstract | Given the privileged status claimed for active learning in a variety of domains (visuomotor learning, causal induction, problem solving, education, skill learning), the present study examines whether action-based learning is a necessary, or a sufficient, means of acquiring the relevant skills needed to perform a task typically described as requiring active learning. To achieve this, the present study compares the effects of action-based and observation-based learning when controlling a complex dynamic task environment (N = 96). Both action- and observation-based individuals learn either by describing the changes in the environment in the form of a conditional statement, or not. The study reveals that for both active and observational learners, advantages in performance (p < 0.05), accuracy in knowledge of the task (p < 0.05), and self-insight (p < 0.05) are found when learning is based on inducing rules from the task environment. Moreover, the study provides evidence suggesting that, given task instructions that encourage rule-based knowledge, both active and observation-based learning can lead to high levels of problem solving skills in a complex dynamic environment. (As Provided). |
| Anmerkungen | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jps/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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