{"title":"揭示从错误中学习过程的质量:从学生在分解任务中的书面错误反思中获得的见解","authors":"Enming Zhang","doi":"10.1016/j.learninstruc.2025.102199","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.</div></div><div><h3>Aims</h3><div>This study identifies patterns in students' error reflections and explores their relationship with academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 118 eighth-grade students.</div></div><div><h3>Methods</h3><div>Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.</div></div><div><h3>Results</h3><div>Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.</div></div><div><h3>Conclusions</h3><div>This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102199"},"PeriodicalIF":4.9000,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks\",\"authors\":\"Enming Zhang\",\"doi\":\"10.1016/j.learninstruc.2025.102199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.</div></div><div><h3>Aims</h3><div>This study identifies patterns in students' error reflections and explores their relationship with academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 118 eighth-grade students.</div></div><div><h3>Methods</h3><div>Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.</div></div><div><h3>Results</h3><div>Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.</div></div><div><h3>Conclusions</h3><div>This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.</div></div>\",\"PeriodicalId\":48357,\"journal\":{\"name\":\"Learning and Instruction\",\"volume\":\"100 \",\"pages\":\"Article 102199\"},\"PeriodicalIF\":4.9000,\"publicationDate\":\"2025-07-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning and Instruction\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0959475225001239\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475225001239","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks
Background
Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.
Aims
This study identifies patterns in students' error reflections and explores their relationship with academic achievement.
Sample
Participants were 118 eighth-grade students.
Methods
Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.
Results
Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.
Conclusions
This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.