Guiding Secondary School Students during Task Selection

Autor/inn/en	Nugteren, Michelle L.; Jarodzka, Halszka; Kester, Liesbeth; Van Merriënboer, Jeroen J. G.
Titel	Guiding Secondary School Students during Task Selection
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.325-339 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nugteren, Michelle L.) ORCID (Jarodzka, Halszka) ORCID (Kester, Liesbeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1786406
Schlagwörter	Foreign Countries; Secondary School Students; Guidance; Task Analysis; Electronic Learning; Learning Processes; Thinking Skills; Skill Development; Feedback (Response); Social Behavior; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Beratung; Aufgabenanalyse; Learning process; Lernprozess; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Social behaviour; Soziales Verhalten; Niederlande
Abstract	Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replicate these studies by comparing procedural guidance and strategic guidance to a no-guidance condition, in an electronic learning environment in which participants practiced eight self-selected tasks. Results showed no differences in selected tasks during practice and domain-specific skill acquisition between the experimental groups. A possible explanation for this is an ineffective combination of feedback and feed forward (i.e. the task-selection advice). The second experiment compared inferential guidance (which combines procedural feedback with strategic feed forward), to a no-guidance condition. Results showed that participants selected more difficult, less-supported tasks after receiving inferential guidance than after no guidance. Differences in domain-specific skill acquisition were not significant, but higher conformity to inferential guidance did significantly predict higher domain-specific skill acquisition. Hence, we conclude that inferential guidance can positively affect task selections and domain-specific skill acquisition, but only when conformity is high. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01