分析错误示例对三年级学生解决问题能力的影响

Q3 Social Sciences
Rebeca García Olivares, Javier del Olmo-Muñoz, José Antonio González‐Calero, David Arnau
{"title":"分析错误示例对三年级学生解决问题能力的影响","authors":"Rebeca García Olivares, Javier del Olmo-Muñoz, José Antonio González‐Calero, David Arnau","doi":"10.30722/ijisme.32.03.005","DOIUrl":null,"url":null,"abstract":"The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.","PeriodicalId":39044,"journal":{"name":"International Journal of Innovation in Science and Mathematics Education","volume":"23 24","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Analysing The Impact of Erroneous Examples on Third-Grade Students’ Problem-Solving Proficiency\",\"authors\":\"Rebeca García Olivares, Javier del Olmo-Muñoz, José Antonio González‐Calero, David Arnau\",\"doi\":\"10.30722/ijisme.32.03.005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.\",\"PeriodicalId\":39044,\"journal\":{\"name\":\"International Journal of Innovation in Science and Mathematics Education\",\"volume\":\"23 24\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-06-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Innovation in Science and Mathematics Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.30722/ijisme.32.03.005\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Innovation in Science and Mathematics Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.30722/ijisme.32.03.005","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0

摘要

在解题过程中引入错误的潜在益处唤起了人们对这一研究领域的兴趣。在此,我们报告了一项以 85 名三年级学生为研究对象的准实验研究的结果,该研究探讨了错误示例是否会比工作示例更有效地提高学生的解题能力。在研究中,我们设定了两种条件:一种是工作范例条件,即在学生解决单词问题之前出示正确的范例;另一种是错误范例条件,即在学生解决单词问题之前出示错误的范例。我们的结果表明,在控制了学生之前的水平之后,错误示例条件下的后测成绩明显高于工作示例条件下的后测成绩。因此,与工作示例法相比,错误示例法似乎能更有效地培养学习者的解题能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Analysing The Impact of Erroneous Examples on Third-Grade Students’ Problem-Solving Proficiency
The potential benefits of introducing errors in problem solving has awakened interest in research into this understudied field. Here, we report the results of a quasi-experimental study with 85 third-grade students which examines whether erroneous examples might enhance students' problem-solving proficiency more effectively than worked ones. In the study, two conditions were established: a worked-example condition, where correct examples were presented before the students solved word problems, and an erroneous-example condition, where erroneous examples preceded word-problem solving. Our results demonstrate that post-test scores, after controlling the students’ prior level, are significantly greater for the erroneous-example condition than the worked-example condition. Therefore, the erroneous-example approach seems to be more effective in developing a learner’s problem-solving proficiency compared to a worked-example approach.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
1.10
自引率
0.00%
发文量
19
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信