Literaturnachweis - Detailanzeige
Autor/inn/en | Chase, Kiera; Abrahamson, Dor |
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Titel | Searching for Buried Treasure: Uncovering Discovery in Discovery-Based Learning |
Quelle | In: Instructional Science: An International Journal of the Learning Sciences, 46 (2018) 1, S.11-33 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0020-4277 |
DOI | 10.1007/s11251-017-9433-1 |
Schlagwörter | Discovery Learning; Grade 4; Grade 9; Problem Solving; Algebra; Mathematics Activities; Mixed Methods Research; Instructional Effectiveness; Experimental Groups; Control Groups; Heuristics; Technology Uses in Education; Barriers; Case Studies; Concept Formation; Mathematics Instruction; Elementary School Students; Secondary School Students Entdeckendes Lernen; School year 04; 4. Schuljahr; Schuljahr 04; School year 09; 9. Schuljahr; Schuljahr 09; Problemlösen; Unterrichtserfolg; Heuristik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Case study; Fallstudie; Case Study; Concept learning; Begriffsbildung; Mathematics lessons; Mathematikunterricht; Sekundarschüler |
Abstract | Forty 4th and 9th grade students participated individually in tutorial interviews centered on a problem-solving activity designed for learning basic algebra mechanics through diagrammatic modeling of an engaging narrative about a buccaneering giant burying and unearthing her treasure on a desert island. Participants were randomly assigned to experimental (Discovery) and control (No-Discovery) conditions. Mixed-method analyses revealed greater learning gains for Discovery participants. Elaborating on a heuristic activity architecture for technology-based guided-discovery learning (Chase and Abrahamson 2015), we reveal a network of interrelated inferential constraints that learners iteratively calibrate as they each refine and reflect on their evolving models. We track the emergence of these constraints by analyzing annotated transcriptions of two case-study student sessions and argue for their constituting role in conceptual development. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |