חינוך
(הבדלים בין גרסאות)
| שורה 8: | שורה 8: | ||
מתוך המאמר<ref>[http://www.cs.pitt.edu/~chopin/references/tig/s15516709cog2602_1.pdf An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor]. Vincent A.W.M.M. Aleven Kenneth R. Koedinger, 2002, Cognitive Science</ref>. | מתוך המאמר<ref>[http://www.cs.pitt.edu/~chopin/references/tig/s15516709cog2602_1.pdf An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor]. Vincent A.W.M.M. Aleven Kenneth R. Koedinger, 2002, Cognitive Science</ref>. | ||
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==יחוסים== | ==יחוסים== | ||
{{מובאות}} | {{מובאות}} | ||
גרסה מתאריך 00:58, 8 בינואר 2012
לימוד באמצעות הבנה, הוא טוב יותר מאשר חינוך באמצעות שינון.
A long-standing goal of educational research is to help students to avoid shallow learning and instead, to help them learn with understanding, as evidenced by improved transfer (Judd, 1908; Katona, 1940; Simon, 1987; Singley & Anderson, 1989; Wertheimer, 1959), retention, removal of misconceptions (Chi, 2000), and ability to explain acquired knowledge in their own terms. But how to achieve this in actual classrooms? מתוך המאמר[1].
ניסוי
יחוסים
- ↑ An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor. Vincent A.W.M.M. Aleven Kenneth R. Koedinger, 2002, Cognitive Science
