排序方式： 共有17条查询结果，搜索用时 91 毫秒
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Astrid Wichmann Alexandra Funk Nikol Rummel 《European Journal of Psychology of Education - EJPE》2018,33(1):165-184
The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing instruction. However, despite its popularity, students have difficulties in leveraging the potential of peer feedback: feedback uptake is low and students engage in little revision. Instructional support might help learners to make sense of peer feedback and to reflect on the provided information more deeply. The present study investigated the effect of sense-making support on feedback uptake as well as on revision skills, in particular problem detection and problem correction. In an experimental study, 73 university students were randomly assigned to conditions with or without sense-making support. The results indicate that feedback uptake improved concerning two out of three variables: students in the condition with sense-making support made fewer new errors and rejected more incorrect feedback comments. Students’ revision skills only improved with regard to problem detection. Overall, we were able to show that peer feedback alone might not be sufficient to make successful changes in the text and improve revision skills. Sense-making support proved to be effective to some extent and partially helped to maximize the benefits of peer feedback. 相似文献
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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive
research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave
didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's
computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based
learning on questions such as why example-based learning is effective, for what kinds of tasks and learners it is effective,
and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities
and the differences in research on example-based learning conducted from both perspectives and might inspire the identification
of new research questions. 相似文献
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Nachtigall Valentina Shaffer David Williamson Rummel Nikol 《Educational Psychology Review》2022,34(3):1479-1516
Educational Psychology Review - The present conceptual literature review analyzes 50 studies that systematically examined the effects of authentic learning settings on cognitive or motivational... 相似文献
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Mavrikis Manolis Rummel Nikol Wiedmann Michael Loibl Katharina Holmes Wayne 《Educational technology research and development : ETR & D》2022,70(3):691-712
Educational technology research and development - Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often,... 相似文献
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Loibl Katharina Tillema Marcel Rummel Nikol van Gog Tamara 《Instructional Science》2020,48(2):115-136
Instructional Science - Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior... 相似文献
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Prior research shows that representational competencies that enable students to use graphical representations to reason and solve tasks is key to learning in many science, technology, engineering, and mathematics domains. We focus on two types of representational competencies: (1) sense making of connections by verbally explaining how different representations map to one another, and (2) perceptual fluency that allows students to fast and effortlessly use perceptual features to make connections among representations. Because these different competencies are acquired via different types of learning processes, they require different types of instructional support: sense-making activities and fluency-building activities. In a prior experiment, we showed benefits for combining sense-making activities and fluency-building activities. In the current work, we test how to combine these two forms of instructional support, specifically, whether students should first work on sense-making activities or on fluency-building activities. This comparison allows us to investigate whether sense-making competencies enhance students’ acquisition of perceptual fluency (sense-making-first hypothesis) or whether perceptual fluency enhances students’ acquisition of sense-making competencies (fluency-first hypothesis). We conducted a lab experiment with 74 students from grades 3–5 working with an intelligent tutoring system for fractions. We assessed learning processes and learning outcomes related to representational competencies and domain knowledge. Overall, our results support the sense-making-first hypothesis, but not the fluency-first hypothesis. 相似文献
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