Can Feedback, Correct, and Incorrect Worked Examples Improve Numerical Magnitude Estimation Precision?

Autor/inn/en	Fitzsimmons, Charles J.; Morehead, Kayla; Thompson, Clarissa A.; Buerke, Morgan; Dunlosky, John
Titel	Can Feedback, Correct, and Incorrect Worked Examples Improve Numerical Magnitude Estimation Precision?
Quelle	In: Journal of Experimental Education, 91 (2023) 1, S.20-45 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2021.1891009
Schlagwörter	Feedback (Response); Problem Solving; Accuracy; Number Concepts; Computation; Children; Adults; Transfer of Training; Elementary School Students; Pretests Posttests; Metacognition; Undergraduate Students + Suchen Sie Ihr Suchwort? Problemlösen; Number concept; Zahlbegriff; Child; Kind; Kinder; Training; Transfer; Ausbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	We investigated whether three interventions -- studying incorrect worked examples, studying correct worked examples, or receiving feedback -- improved children's 0-1,000 (Experiment 1) and adults' 1 thousand--1 billion (Experiment 2) number-line estimation precision relative to a no intervention control group. At pretest, participants estimated numbers on number lines (without feedback or examples) and judged their confidence in each estimate. They were then assigned to an intervention group, completed intervention trials, and then estimated numbers and judged their confidence at posttest. Children's and adults' confidence judgments did not increase from pretest to posttest. However, consistent with prior research, feedback improved children's and adults' estimation precision from pretest-to-posttest. Importantly, studying correct worked examples also improved precision, but studying incorrect worked examples did not. Although not all children benefited from training, those who did were able to transfer their knowledge to a number-categorization task. Adults in the feedback group were also able to transfer their learning. These outcomes highlight benefits of studying worked examples for improving children's and adults' estimation precision, but to obtain benefits, corrective feedback must be included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01