Do Prompts of Generating Conditional Knowledge Benefit Learning From Errors? A Randomized Controlled Trial (Poster 35)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

When learning from errors, students' knowledge construction tends to be superficial. One potential solution is to promote the generation of conditional knowledge. We randomly assigned 88 middle school students into two groups: one with explicit prompts for generating conditional knowledge and the other with free inductive experience prompts. Students learned from errors made on one algebra and one geometry problem. Results showed that prompts for generating conditional knowledge were beneficial for the algebra problem, with the presence of typical errors acting as a moderator, but there were no retention effects. For the geometry problem, the intervention did not provide sufficient evidence of the benefits. This study preliminarily suggests the effectiveness of conditional knowledge in learning from errors.

Authors

• Enming Zhang, Hunan University

• Weijun Li, Zhejiang University