Difference between revisions of "Roll help seeking principle"
(New page: ==Brief statement of principle== Support metacognition in the context of problem solving using established principles of cognitive tutoring. ==Description of principle== Instruction sho...) |
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===Examples=== | ===Examples=== | ||
==Experimental support== | ==Experimental support== | ||
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| + | So far we were not able to confirm (or dispute) this principle. | ||
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===Laboratory experiment support=== | ===Laboratory experiment support=== | ||
===In vivo experiment support=== | ===In vivo experiment support=== | ||
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| + | Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests). | ||
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==Theoretical rationale== | ==Theoretical rationale== | ||
(These entries should link to one or more [[:Category:Learning Processes|learning processes]].) | (These entries should link to one or more [[:Category:Learning Processes|learning processes]].) | ||
Revision as of 17:07, 11 January 2008
Contents
Brief statement of principle
Support metacognition in the context of problem solving using established principles of cognitive tutoring.
Description of principle
Instruction should yield a persistent effect on students meta-cognitive skills in a fashion that persists beyond the scope of the tutored environment. That is, the tutored practice should help students become better at learning.
This is the common effect of tutoring at the cognitive level - for example, students remember Pythagorean theorem also outside the specific instructional unit. Therefore, perhaps meta-cognitive tutoring could use established principles of cognitive tutoring.
Operational definition
Meta-cognitive tutoring should:
- Giving direct instruction
- Giving immediate feedback on errors
- Prompting for self-assessment
Examples
Experimental support
So far we were not able to confirm (or dispute) this principle.
Laboratory experiment support
In vivo experiment support
Our current results show that meta-cognitive tutoring yields better meta-cognitive behavior within the tutored environment, but fail to generate a persistent effect (i.e., better meta-cognitive behavior in a novel context) or better domain learning (as evaluated using pre- and post-tests).
Theoretical rationale
(These entries should link to one or more learning processes.)
