Integrated learning: explicit strategies and their role in problem-solving instruction for students with learning disabilities.

IF 2.2 3区 教育学 Q1 EDUCATION, SPECIAL Exceptional Children Pub Date : 1993-03-01 DOI:10.1177/001440299305900507
M Hollingsworth, J Woodward
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引用次数: 45

Abstract

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

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综合学习:明确策略及其在学习障碍学生问题解决指导中的作用。
本研究调查了在不熟悉的学习领域中,显性策略作为连接事实、概念和解决问题的手段的有效性。研究对象为37名有学习障碍的中学生。所有学生都被教授了健康知识和概念,然后他们将这些知识应用到通过电脑模拟游戏呈现的解决问题的练习中。实验组的学生被教导一个明确的解决问题的策略;给予对照组支持性反馈,并鼓励他们诱导自己的策略。外显策略组在两项迁移措施上表现明显更好,包括录像解决问题的练习。
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来源期刊
CiteScore
5.90
自引率
14.30%
发文量
22
期刊介绍: Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.
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