Worked Examples with Errors: When Self-Explanation Prompts Hinder Learning of Teachers Diagnostic Competences on Problem-Based Learning
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| Název: | Worked Examples with Errors: When Self-Explanation Prompts Hinder Learning of Teachers Diagnostic Competences on Problem-Based Learning |
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| Jazyk: | English |
| Autoři: | Heitzmann, Nicole (ORCID |
| Zdroj: | Instructional Science: An International Journal of the Learning Sciences. Apr 2018 46(2):245-271. |
| Dostupnost: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Datum vydání: | 2018 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Error Patterns, Error Correction, Prompting, Diagnostic Teaching, Student Teachers, Preservice Teacher Education, Feedback (Response), Factor Analysis, Barriers, Problem Based Learning |
| DOI: | 10.1007/s11251-017-9432-2 |
| ISSN: | 0020-4277 |
| Abstrakt: | To diagnose classroom situations is crucial for teachers' everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in "Learn Instr" 21(1):22-33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge. |
| Abstractor: | As Provided |
| Number of References: | 68 |
| Entry Date: | 2018 |
| Přístupové číslo: | EJ1171467 |
| Databáze: | ERIC |
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Nájsť tento článok vo Web of Science | Abstrakt: | To diagnose classroom situations is crucial for teachers' everyday practice. The approach of worked examples with errors seems promising to support the diagnosis of classroom situations in student teachers (Stark et al. in "Learn Instr" 21(1):22-33, 2011). To enhance that approach, error-explanation prompts and an adaptable feedback method to help the learner realize why an error happened and how to prevent a recurrence might be beneficial. In this empirical study, we investigated whether error-explanation prompts and adaptable feedback can facilitate diagnostic competences. N = 108 student teachers took part in a 2 × 2 factorial design (with and without error-explanation prompts as well as with and without adaptable feedback). Error-explanation prompts had a positive effect on declarative-conceptual knowledge if combined with adaptable feedback. Student teachers might have realized a lack of basic concepts and focused their attention on the declarative-conceptual knowledge in the feedback. Contrary to our expectations, however, error-explanation prompts hindered rather than facilitated learning of practical diagnostic knowledge. |
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| ISSN: | 0020-4277 |
| DOI: | 10.1007/s11251-017-9432-2 |