物体受力分析正误样例组合的学习效果

The Effect of Learning Objects Force Analysis by Correct and Incorrect Combined Worked Examples

为考察初三学生经过物体受力分析图正误样例的学习,掌握物体受力分析规则的效果,实验1对比了正确样例组合与正误样例组合的学习效果,结果是后者明显优于前者。实验2对一组正误样例的错误受力分析加上了明显的标记,结果是有标记样例组合的学习成绩显著优于无标记样例组合的学习成绩。实验3从实验2中选择了被试没有学会的样例,并将其设计为有标记的正误样例配对组合和非配对组合两种学习材料,结果表明,配对组合的学习成绩明显优于非配对组合的学习成绩。

Some research revealed that the effect of learning by correct and incorrect combined worked examples was better than by cor rect worked examples. However, whether the effect can be extended to the physics area is still unclear. The purpose of this study was to help students learn correct rules of objects force analysis through worked examples in junior high schools. Experiment 1 compared the effect of learning objects force analysis by correct and incorrect combined worked examples and correct worked examples. This experi ment used objects force＇ analysis diagram from physics textbooks of middle schools as materials and sixty middle school students of the third grade as participants, thirty students in each group. Experimental procedures included pre test, grouping worked example leaJru ing, and post test. Experiment 2 added obvious error flags to incorrect worked examples in order to compare the effect of learning objects force analysis by correct and incorrect combined examples group with error flags and correct and incorrect combined examples group without error flags. One hundred middle school students of the third grade participated to learn worked examples, fifty students in each group. Ac cording to the post test results of Experiment 2, Experiment 3 chose the worked examples for the participants who did not completely understand the rules from Experiment 2. Two kinds of materials were designed to correct the errors participants made： correct and incor rect examples paired with error flags and correct and incorrect examples without pairing with error flags. The results are as follows： （1） Learning from the correct and incorrect combined examples group is significantly better than that from the only correct examples group. （2） Learning from the correct and incorrect combined examples group with error flags is sig nificantly better than that from the correct and incorrect combined examples group without error flags, but the results of some complicat ed objects force analysis is still unclear. （3） Learning from the correct and incorrect examples paired group with error flags is signifi cantly better than that from the correct and incorrect examples group without pairing with error flags. Conclusions of this study： When middle school students use the objects force analysis diagram to learn objects force analysis rules, the effect of correct and incorrect combined worked examples is significantly better than that when only correct combined examples are used. Error flags can significantly promote the learning effect of objects force analysis rules. Correct and incorrect examples paired with error flags can significantly promote the learning effect of objects force analysis rules.