方案:在教学前解决问题(PS-I),以促进儿童和成人学生的学习和动机

IF 4 Q1 SOCIAL SCIENCES, INTERDISCIPLINARY
Eduardo González-Cabañes, Trinidad Garcia, Catherine Chase, Jose Carlos Núñez
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引用次数: 0

摘要

这是坎贝尔系统评价的方案。本研究的目的是综合研究问题解决在促进学生学习和学习动机方面的效果。具体而言,本综述旨在回答以下问题:相对于其他学习方法,PS-I在多大程度上影响学习和动机?PS-I的有效性在多大程度上与使用不同的设计特征有关,包括在最初的问题解决活动中使用小组工作、对比案例和元认知指导,以及在显性教学阶段使用建立在学生解决方案基础上的解释?PS-I的相对有效性在多大程度上与作为对照的活动的背景因素、学生的年龄、干预的持续时间和学习领域相关?从纳入的研究数量和因发表和方法限制而产生的潜在偏倚来看,现有证据的质量如何?
本文章由计算机程序翻译,如有差异,请以英文原文为准。

PROTOCOL: Problem solving before instruction (PS-I) to promote learning and motivation in child and adult students

PROTOCOL: Problem solving before instruction (PS-I) to promote learning and motivation in child and adult students

This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does PS-I affect learning and motivation, relative to alternative learning approaches? To what extent is the efficacy of PS-I associated with the use of different design features within it, including the use of group work, contrasting cases, and metacognitive guidance in the initial problem-solving activity, and the use of explanations that build upon students' solutions in the explicit instruction phase? To what extent is the relative efficacy of PS-I associated with the contextual factors of activities used as control, age of students, duration of the interventions, and learning domain? What is the quality of the existent evidence to evaluate these questions in terms of number of studies included and potential biases derived from publication and methodological restrictions?

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来源期刊
Campbell Systematic Reviews
Campbell Systematic Reviews Social Sciences-Social Sciences (all)
CiteScore
5.50
自引率
21.90%
发文量
80
审稿时长
6 weeks
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