Practicing versus inventing with contrasting cases
The effects of telling first on learning and transfer.
Datos Bibliográficos
| ID | 23367229 |
|---|---|
| Autores | Daniel L Schwartz (0000-0002-5578-8312, Stanford University), Catherine C Chase (0000-0003-1161-1141, Stanford University), Marily Oppezzo (0000-0001-6668-2508, Stanford University), Marily A Oppezzo, Doris B Chin (0000-0001-8316-9431, Stanford University) |
| Año | 2011 |
| Volumen | 103 |
| Número | 4 |
| Páginas | 759-775 |
| Fecha de publicación | 2011-01-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Educational Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Editorial | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0025140 |
| OpenAlex | W2085022598 |
| Idioma | EN |
| Citas recibidas | 84 |
| Referencias citadas | 22 |
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical phenomena, they will exhibit poor transfer. Two studies on teaching physics to adolescents compared the effects of “telling ” students before and after problem solving. In Experiment 1 (N=128), students in a tell-and-practice (T&P) condition were told the relevant concepts and formulas (e.g., density), before practicing on a set of contrasting cases for each lesson. Students in an invent-with-contrasting-cases (ICC) condition had to invent formulas using the same cases and were only told afterwards. Both groups exhibited equal proficiency at using the formulas on word problems. However, ICC students better learned the ratio structure of the physical phenomena and transferred more frequently to semantically unrelated topics that also have a ratio structure (e.g., spring constant). Experiment 2 (N=120) clarified the sources of the effects, while showing that ICC benefitted both low- and high-achieving students.
Cognitive psychology · Developmental psychology · Mathematics education · Transfer of learning · Transfer of training · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes
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| Obras citantes distintas | 84 |
|---|---|
| Citas por año | 6 |
| Intervalo de citas | 2012 - 2026 (15) |
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| Altamente citado | No |
| Tipos de cita | Neutras: 83 |