The impact of incorrect examples on learning fractions: A field experiment with 6th grade students

Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the...

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Veröffentlicht in:Instructional science 2014-07, Vol.42 (4), p.639-660
Hauptverfasser: Heemsoth, Tim, Heinze, Aiso
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description Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment with a pre-post-design we taught fractions to N = 195 6th grade students and compared two conditions that encouraged reflection on either incorrect or correct examples. We found that incorrect examples supported students' negative knowledge more than correct examples. However, regarding the knowledge of fractions, only advanced students could benefit from incorrect examples; students with low prior knowledge learned more from correct examples. Even though negative knowledge showed a partial mediation effect for knowledge acquisition, it did not mediate the effect of error reflections on the acquisition of knowledge of fractions. The implications for school instruction are discussed.
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source Jstor Complete Legacy; Education Source; SpringerLink Journals
subjects Adult Basic Education
Adult Students
Case Studies
Cognitive models
Comparative Analysis
Education
Educational Environment
Educational Psychology
Educational Research
Fractions
Grade 5
Grade 6
Instructional Effectiveness
Knowledge acquisition
Learning
Learning and Instruction
Learning Processes
Learning Theories
Mathematical knowledge
Mathematics
Mathematics education
Mathematics Instruction
Pedagogic Psychology
Posttests
Pretests
Prior learning
Reflection
Secondary education
Secondary school students
Thinking Skills
title The impact of incorrect examples on learning fractions: A field experiment with 6th grade students
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