Making Learning Visible: Observable Correlates of the Aha! Moment When Moving from Surface to Deep Thinking

Autor/inn/en	Berckley, Jay; Hattie, John
Titel	Making Learning Visible: Observable Correlates of the Aha! Moment When Moving from Surface to Deep Thinking
Quelle	In: Journal of Creative Behavior, 57 (2023) 3, S.439-449 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.589
Schlagwörter	Learning Processes; Thinking Skills; Nonverbal Communication; Problem Solving; Word Problems (Mathematics); Emotional Response + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Denkfähigkeit; Non-verbal communication; Nonverbale Kommunikation; Problemlösen; Textaufgabe; Emotionales Verhalten
Abstract	The purpose of this study is to provide reliable evidence of the observable correlates of the Aha! moment and what this means for moving from surface to deep thinking. The study analyses facial expressions and body language from video recordings of students solving problems, followed by interviews, focus groups, and surveys. The problem-solving involved asking students to solve word problems to generate an Aha! moment and seeing how their expressions changed (or not) when they ascertained the correct answer. Findings showed clear facial, emotional, and body language changes when the problems were solved. Implications for teaching are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01