Difference between revisions of "Learning"
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| − | Socratic dialoge is more effective in learning then didactic teaching<ref>[http://www.cs.cmu.edu/~cprose/pubweb/cogsci01.pdf Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.]</ref> | + | Socratic dialoge is more effective in learning then didactic teaching<ref>[http://www.cs.cmu.edu/~cprose/pubweb/cogsci01.pdf Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.]</ref>. students explain their thinking out loud it enhances their learning<ref>Chi, Michelene TH, et al. "Self-explanations: How students study and use examples in learning to solve problems." Cognitive science 13.2 (1989): 145-182.</ref><ref>Chi, Michelene TH, et al. "Eliciting self-explanations improves understanding." Cognitive science 18.3 (1994): 439-477.</ref><ref>Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46.4 (2006): 426-445.</ref>. When using ''why'' questions and explist negative feedbeck, students learn more<ref>[http://www.public.asu.edu/~kvanlehn/Stringent/PDF/03AIED_CPR_DB_SS_RS_KVL_ROLE.pdf Rosé, C. P., et al. "The role of why questions in effective human tutoring." Proceedings of the 11th International Conference on AI in Education. 2003.]</ref> |
==See Aslo== | ==See Aslo== | ||
Revision as of 10:57, 22 January 2014
Socratic dialoge is more effective in learning then didactic teaching[1]. students explain their thinking out loud it enhances their learning[2][3][4]. When using why questions and explist negative feedbeck, students learn more[5]
See Aslo
References
- ↑ Rosé, Carolyn P., et al. "A comparative evaluation of socratic versus didactic tutoring." Proceedings of Cognitive Sciences Society (2001): 869-874.
- ↑ Chi, Michelene TH, et al. "Self-explanations: How students study and use examples in learning to solve problems." Cognitive science 13.2 (1989): 145-182.
- ↑ Chi, Michelene TH, et al. "Eliciting self-explanations improves understanding." Cognitive science 18.3 (1994): 439-477.
- ↑ Schworm, Silke, and Alexander Renkl. "Computer-supported example-based learning: When instructional explanations reduce self-explanations." Computers & Education 46.4 (2006): 426-445.
- ↑ Rosé, C. P., et al. "The role of why questions in effective human tutoring." Proceedings of the 11th International Conference on AI in Education. 2003.