Maastricht University, The Netherlands.
Br J Educ Psychol. 2012 Jun;82(Pt 2):340-59. doi: 10.1111/j.2044-8279.2011.02031.x. Epub 2011 Apr 19.
In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations.
The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics.
In an experimental setting, two randomly selected groups of students (N= 49) answered achievement and transfer questions on statistics as a measure of performance. Students in the intervention condition were given guiding questions to direct their way of reasoning before they answered the achievement questions. The students in the control condition were asked to write down their way of thinking before they answered the same achievement questions. In this way, both groups were stimulated to self-explain, but only the reasoning processes of the students in the intervention condition were guided.
It was found that students in the intervention condition performed significantly better on achievement and transfer questions and that this effect of guidance was mediated by self-explanations. Attitude towards statistics was positively related to performance.
本研究旨在探究指导对学生表现的影响。这种影响被假设通过减少认知负荷和增强自我解释来体现。
本研究旨在调查引导问题对学生统计学理解的影响。
在实验环境中，两组随机抽取的学生（N=49）回答统计学的成就和迁移问题作为表现的衡量标准。干预组的学生在回答成就问题之前被给予引导问题，以引导他们的推理方式。对照组的学生被要求在回答相同的成就问题之前写下他们的思维过程。这样，两组学生都被激励进行自我解释，但只有干预组学生的推理过程得到了引导。
研究发现，干预组学生在成就和迁移问题上的表现显著优于对照组，而这种指导的效果是通过自我解释来介导的。对统计学的态度与表现呈正相关。
