ERIC Number: EJ1028126
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 49
Promoting College Students' Problem Understanding Using Schema-Emphasizing Worked Examples
Yan, Jie; Lavigne, Nancy C.
Journal of Experimental Education, v82 n1 p74-102 2014
Statistics learners often bypass the critical step of understanding a problem before executing solutions. Worked-out examples that identify problem information (e.g., data type, number of groups, purpose of analysis) key to determining a solution (e.g., "t" test, chi-square, correlation) can address this concern. The authors examined the effectiveness of 3 kinds of worked examples on 96 college students' problem understanding based on their problem categorizations and explanations: correct schema, contrasting schema (correct and incorrect features), and no schema (traditional solution-only examples). The contrasting- and correct-schema examples were more effective than were the no-schema examples--but neither schema was more effective than the other--in helping students construct accurate and complete problem schemata where data type and number of groups were prominently featured.
Descriptors: College Students, Statistics, Mathematics Instruction, College Mathematics, Comprehension, Problem Solving, Instructional Effectiveness, Instructional Materials, Schemata (Cognition), Accuracy, Pretests Posttests, Classification, Multivariate Analysis, Statistical Analysis, Semi Structured Interviews, Identification
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A