Literaturnachweis - Detailanzeige
| Autor/in | Rittle-Johnson, Bethany |
|---|---|
| Titel | Promoting Transfer: Effects of Self-Explanation and Direct Instruction |
| Quelle | In: Child Development, 77 (2006) 1, S.1-15 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| DOI | 10.1111/j.1467-8624.2006.00852.x |
| Schlagwörter | Independent Study; Transfer of Training; Discovery Learning; Elementary School Students; Learning Strategies; Mathematics Instruction; Intervention; Hypothesis Testing; Shift Studies; Logical Thinking |
| Abstract | Explaining new ideas to oneself can promote transfer, but how and when such self-explanation is effective is unclear. This study evaluated whether self-explanation leads to lasting improvements in transfer success and whether it is more effective in combination with direct instruction or invention. Third- through fifth-grade children (ages 8-11; n=85) learned about mathematical equivalence under one of four conditions varying in (a) instruction on versus invention of a procedure and (b) self-explanation versus no explanation. Both self-explanation and instruction helped children learn and remember a correct procedure, and self-explanation promoted transfer regardless of instructional condition. Neither manipulation promoted greater improvements on an independent measure of conceptual knowledge. Microgenetic analyses provided insights into potential mechanisms underlying these effects. (Author). |
| Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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