Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial

Autor/inn/en	Spensberger, Florian; Kollar, Ingo; Pankofer, Sabine
Titel	Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial
Quelle	In: Journal of Social Work Education, 58 (2022) 4, S.622-639 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Spensberger, Florian) ORCID (Kollar, Ingo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-7797
DOI	10.1080/10437797.2021.1963892
Schlagwörter	Social Work; Counselor Training; Counselor Client Relationship; Comparative Analysis; Factor Analysis; Scripts; Recognition (Psychology); Counseling Techniques; Counseling Effectiveness; Scaffolding (Teaching Technique); Case Method (Teaching Technique); Web Based Instruction; Vignettes; Undergraduate Students; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Soziale Arbeit; Faktorenanalyse; Skript; Recognition; Wiedererkennen; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Case method; Fallmethode; Web Based Training; Ausland; Deutschland
Abstract	To provide clients with the best possible treatment, social workers require fallacy recognition skills. Ideally, these skills are already acquired during university education. We conducted an experimental study with a 2 × 2 factorial design (and an additional baseline condition) with worked examples (with/without) and external scripts (with/without) as scaffolds to support social work students' (N=130) fallacy recognition skills during case-based reasoning on the exchange of fallacious arguments of social workers in the context of a web-based learning environment. Students significantly improved their fallacy recognition skills over time. During treatment, worked examples and external scripts yielded positive effects when presented in isolation, but not when combined. However, the effects of the two scaffolds could not be maintained in the posttest. Further systematic research is needed to identify principles for an effective design of additional instructional guidance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01