Literaturnachweis - Detailanzeige
Autor/inn/en | Bego, Campbell R.; Chastain, Raymond J.; DeCaro, Marci S. |
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Titel | Designing Novel Activities before Instruction: Use of Contrasting Cases and a Rich Dataset |
Quelle | In: British Journal of Educational Psychology, 93 (2023) 1, S.299-317 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Bego, Campbell R.) ORCID (DeCaro, Marci S.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-0998 |
DOI | 10.1111/bjep.12555 |
Schlagwörter | Discovery Learning; Instructional Design; Learning Activities; Undergraduate Students; Physics; Case Method (Teaching Technique) |
Abstract | Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features. Samples: Undergraduate physics students (Experiment 1, N = 129; Experiment 2, N = 92) participated as part of their regular classroom instruction. Methods: Students completed an activity either before or after instruction (explore-first or instruct-first conditions). In Experiment 1, the activity included contrasting cases; in Experiment 2, the activity instead included a rich dataset. Students completed a post-test assessing procedural knowledge, conceptual knowledge and transfer. Results: In Experiment 1, students in the explore-first condition demonstrated similar procedural knowledge, higher conceptual knowledge and higher transfer than students in the instruct-first condition. In Experiment 2, there were no significant differences in learning outcomes between explore-first and instruct-first conditions. In both experiments, students in the explore-first and instruct-first conditions reported similar cognitive load and interest and enjoyment after the activity. Conclusions: Contrasting cases may be important when designing exploratory learning activities, helping to improve both conceptual understanding and transfer to new topics. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |