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Article de revue:
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ID no. (ISBN etc.): 08884080
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Clé de citation BibTeX: Chi1996
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Chi, M. T. H. (1996). Constructing self-explanations and scaffolded explanations in tutoring. Applied Cognitive Psychology, 10(Special), p. p33–49.
Ajoutée par: Lynda Taabane 2008-02-20 15:44:39
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Résumé
One-on-one tutoring is a form of instruction that requires interaction between a tutor and a tutee. The effectiveness of tutoring is examined from the perspectives of the tutor’s actions, the tutee’s actions, and successive interactions. A tutor’s actions that may not lead to successive interactions consist of asking an initiating question, providing feedback, and asking a comprehension-gauging question. It is suggested that these types of actions can lead to the learning of an ideal template of solution procedures for solving problems, but may not lead to deep understanding. A tutee’s actions are postulated as self-explaining, in response to either tutor’s questioning, tutor’s prompting or tutors’ scaffolding, Finally, an interaction is defined as a sequence of tutor actions, such as scaffolding, which elicits a successive series of exchanges between the tutor and tutee, so that they collaboratively construct a response. An exercise in a detailed protocol analysis of a case study of
Ajoutée par: Lynda Taabane
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Informations supplémentaires en ligne :
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Idées
pdf dispo
Ajoutée par: Lynda Taabane
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