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Article de revue:
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ID no. (ISBN etc.): 0020-4277
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Clé de citation BibTeX: Robertson2000
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Robertson, I. (2000). Imitative problem solving: Why transfer of learning often fails to occur. Instructional Science, 28(4), pp. 263–289.
Ajoutée par: Sterenn Audo 2008-02-06 14:48:29 Dernièrement modifiée par: Sterenn Audo 2008-02-06 14:49:38
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Résumé
Examined the effects of general explanations with vs without adaption information on problem solving processes in adolescent students, and compared results with imitative problem solving (IPS) and the Interpretation Theory of S. I. Robertson and H. Kahney (1996). 40 secondary school students (aged 14-16 yrs) were given an explanation of an algebra word problem or an explanation of the problem that also included information about how the solution could be adapted to solve a distant variant. Ss were then given either a close or distant variant to solve. Results show that a close variant was easier to solve than a distant variant and general explanation was more effective than a specific explanation. Interpretation Theory analysis correctly predicted areas where Ss encountered difficulties. Findings suggest that imitating an example is the predominant method used by beginners in a domain with which they are unfamiliar. (PsycINFO Database Record (c) 2007 APA, all rights reserved)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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