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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: Catrambone1995
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Catrambone, R. (1995). Aiding subgoal learning: Effects on transfer. Journal of educational psychology, 87(1), p. p5–17.
Ajoutée par: Sterenn Audo 2008-01-16 12:53:43 Dernièrement modifiée par: Sterenn Audo 2008-01-16 15:56:47
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Résumé
Students often memorize a set of steps from examples in domains such as probability and
physics, without learning what subgoals those steps achieve. A result of this sort of learning
can be that these students fail to solve novel problems that do not permit exactly the same set
of steps even though the old goal structure is maintained. Three experiments demonstrated
that both labeling and visually isolating a set of steps in examples independently help students
learn a subgoal and be more likely to solve novel problems that involve that subgoal but
require different steps to achieve it.
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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