Literaturnachweis - Detailanzeige
| Autor/inn/en | Matthews, Percival; Rittle-Johnson, Bethany |
|---|---|
| Titel | In Pursuit of Knowledge: Comparing Self-Explanations, Concepts, and Procedures as Pedagogical Tools |
| Quelle | In: Journal of Experimental Child Psychology, 104 (2009) 1, S.1-21 (21 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0965 |
| DOI | 10.1016/j.jecp.2008.08.004 |
| Schlagwörter | Grade 5; Mathematics Instruction; Teaching Methods; Comparative Analysis; Learning Processes; Outcomes of Education; Experiments; Elementary Education; Experimental Psychology |
| Abstract | Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical equivalence problems (e.g., 7+3+9=7+_). Experiment 1 varied whether instruction was conceptual or procedural in nature (n=40), and Experiment 2 varied whether children were prompted to self-explain after conceptual instruction (n=48). Conceptual instruction led to higher quality explanations, greater conceptual knowledge, and similar procedural knowledge compared with procedural instruction. No effect was found for self-explanation prompts. Conceptual instruction can be more efficient than procedural instruction and may make self-explanation prompts unnecessary. (Contains 3 tables and 4 figures.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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