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Article de revue:
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ID no. (ISBN etc.): 0022-0663
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Clé de citation BibTeX: Cooper1987
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Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of educational psychology, 79(4), pp. 347–362.
Ajoutée par: Sterenn Audo 2008-02-14 14:37:10
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Catégories: Apprentissage mathématiques, Full text, Résolution de problèmes, Transfert analogique
Descripteurs: 8th & 12 graders, algebra problem solving transfer, High School Students, Junior High School Students, Mathematics Education, problem solving, schema, schema acquisition & rule automation, Teaching Methods, Transfer (Learning)
Auteurs: Cooper, Sweller
Collection: Journal of educational psychology
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Nombre de vues: 379
Popularité: 34.36%
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Résumé
Hypothesized that schema acquisition would precede rule automation and that it would have a strong effect on problems similar to initial acquisition problems. We further hypothesized that rule automation would have its primary effect on transfer and that the use of worked examples could facilitate both transfer and performance on similar problems. Experiments 1 and 2 contained simple algebra transformation problems involving the changing of the subject of an equation. The results indicated that subjects whose training included a heavy emphasis on worked examples or an extended acquisition period were better able to solve both similar and transfer problems than were those subjects trained with conventional problems. In Experiment 3, the use of verbal protocols gave some support to the hypotheses. Experiment 4, using algebra word problems, yielded data supporting the hypotheses. (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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