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

IF 4.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Enming Zhang
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引用次数: 0

摘要

错误可以为深度学习结果提供宝贵的机会,但当从错误中学习的过程质量较低时,这些机会往往会被错过。这种素质可以从学生的书面错误反思所反映的认知投入程度中推断出来;然而,直接分析这些反射的研究仍然有限。目的探讨学生错误反思的模式及其与学业成绩的关系。样本参与者是118名八年级学生。方法学生在最少提示的情况下写出对两个分解问题中假定错误的思考。对反射的频率(包括错误检测、错误纠正和超出范围的类别)进行计数,并对深度(包括可转移性、意识和正确性的描述符)进行评分。利用这6个编码特征进行聚类分析以识别反射模式,并利用方差分析来探讨它们与学业成绩的关系。结果总体而言,学生产生中频低深度反射。聚类分析揭示了五种不同的模式,被标记为无效思考者,脱离学习者,错误检测器,信息分类器和有洞察力的反射者,推断从低到高质量的错误学习过程的范围。低质量相关的模式通常包括肤浅的反思,如模糊、过于笼统或无意义的想法,而高质量相关的模式则展示了对错误检测和纠正的反思,其中一些包括关于何时或为什么使用特定知识的可转移见解。与高质量过程相关的模式也与更高的学术成就有关。结论本研究增强了我们对学生如何从错误中学习的理解,为改进相关的教学策略提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
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.
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