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3.6K Views
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10:26 min
September 11th, 2021
DOI :
10.3791/62138-v
Chapters
0:00
Introduction
1:10
Why Problem Solving before Intstruction?
2:39
Protocol for Intervention and Evaluation
3:26
Protocol: Administration of Measures about Predispositions
3:55
Protocol: Administration of the Two Learning Conditions
5:27
Protocol: Specific Support During the Invention Problem
6:35
Protocol: Administration of the Lecture
6:51
Protocol: Assessment of Dependent Variables
7:12
Protocol: Coding and Analyses Procedures
7:40
Representative Results
9:11
Conclusion
Transcript
很大一部分学生在需要批判性思维的课程中发现学习和激励问题。此协议意义重大,因为它为教育工作者和研究人员提供了实施有效应对这一挑战的方法的指南,即在教学前解决问题的方法。这种方法包括:在课堂上解释一个概念之前,让学生有机会发明与这个概念相关的个人解决方案。
此外,本协议之所以重要,是因为它对教学前解决问题的有效性进行了可访问和实验性的评估,将此评估与实际教育实践相结合,并关注学生在能力和动机倾向方面的变异性。该协议在可变性统计类别中具有上下文。具体来说,教学条件之前解决问题的办法
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Summary
该协议指导研究人员和教育工作者在本科统计课上实施"在教学前解决问题"方法 (PS-I)。它还描述了对这一实施的嵌入式实验评估,其中PS-I的功效是根据不同认知和情感倾向的学生的学习和动机来衡量的。
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