Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy

被引:54
作者
Baars, Martine [1 ]
van Gog, Tamara [1 ]
de Bruin, Anique [2 ]
Paas, Fred [1 ,3 ]
机构
[1] Erasmus Univ, Inst Psychol, NL-3000 DR Rotterdam, Netherlands
[2] Maastricht Univ, Dept Educ Dev & Res, Maastricht, Netherlands
[3] Univ Wollongong, Interdisciplinary Educ Res Inst, Wollongong, NSW 2522, Australia
关键词
SELF-REGULATION; COGNITIVE-LOAD; METACOMPREHENSION ACCURACY; DELAYED JUDGMENTS; LEARNING JOLS; OUT EXAMPLES; MEMORY; CUE; STRATEGIES; IMPROVE;
D O I
10.1002/acp.3008
中图分类号
B84 [心理学];
学科分类号
010107 [宗教学];
摘要
Research on expository text has shown that the accuracy of students' judgments of learning (JOLs) can be improved by instructional interventions that allow students to test their knowledge of the text. The present study extends this research, investigating whether allowing students to test the knowledge they acquired from studying a worked example by means of solving an identical problem, either immediately or delayed, would enhance JOL accuracy. Fifth grade children (i) gave an immediate JOL, (ii) a delayed JOL, (iii) solved a problem immediately and then gave a JOL, (iv) solved a problem immediately and gave a delayed JOL, or (v) solved a problem at a delay and then gave a JOL. Results show that problem solving after example study improved children's JOL accuracy (i.e., overestimation decreased). However, no differences in the accuracy of restudy indications were found. Results are discussed in relation to cue utilization when making JOLs. Copyright (c) 2014 John Wiley & Sons, Ltd.
引用
收藏
页码:382 / 391
页数:10
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