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为考察样例类型与解释方式对初中生数学概率问题解决的促进作用,实验1随机选取初中生90名,比较正确样例组、正误样例组、对照组的学习效果,实验2随机选取另外90名初中生,比较有教学解释、有自我解释与无解释的正误样例组的即时与延时测试学习效果,研究发现:(1)正误样例学习效果显著好于正确样例;(2)有解释的正误样例学习效果显著好于无解释的正误样例;(3)与有教学解释的正误样例学习效果相比,有自我解释的正误样例学习效果显著且更持久。 相似文献
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Although findings from cognitive science have suggested learning benefits of confronting errors (Metcalfe, 2017), they are not often capitalized on in many mathematics classrooms (Tulis, 2013). The current study assessed the effects of examples focused on either common mathematical misconceptions and errors or correct concepts and procedures on algebraic feature knowledge and solving quadratic equations. Middle school algebra students (N = 206) were randomly assigned to four conditions. Two errorful conditions either displayed errors and asked students to explain or displayed correct solutions and primed students to reflect on potential errors by problem type. A correct example condition and problem-solving control group were also included. Studying and explaining common errors displayed in incorrect examples improved equation-solving ability. An aptitude-by-treatment interaction revealed that learners with limited understandings of algebraic features demonstrated greater benefits. Theoretical implications about using examples to promote learning from errors are considered in addition to suggestions for educational practice. 相似文献
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