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Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains
Educational Psychology Review ( IF 10.1 ) Pub Date : 2020-08-17 , DOI: 10.1007/s10648-020-09561-x
Laura Fries , Ji Y. Son , Karen B. Givvin , James W. Stigler

Research suggests that expert understanding is characterized by coherent mental representations featuring a high level of connectedness. This paper advances the idea that educators can facilitate this level of understanding in students through the practicing connections framework: a practical framework to guide instructional design for developing deep understanding and transferable knowledge in complex academic domains. We start by reviewing what we know from learning sciences about the nature and development of transferable knowledge, arguing that connectedness is key to the coherent mental schemas that underlie deep understanding and transferable skills. We then propose features of instruction that might uniquely facilitate deep understanding and suggest that the connections between a domain’s core concepts, key representations, and contexts and practices of the world must be made explicit and practiced, over time, in order for students to develop coherent understanding. We illustrate the practicing connections approach to instructional design in the context of a new online interactive introductory statistics textbook developed by the authors.



中文翻译:

练习联系:指导教学设计以发展复杂领域理解的框架

研究表明,专家的理解的特征是连贯的心理表征具有高度的联系性。本文提出了这样一种观念,即教育者可以通过实践联系框架促进学生的这种理解水平:这是一种指导框架,旨在指导教学设计,以发展在复杂学术领域中的深刻理解和可转让性知识。我们首先回顾一下我们从学习科学中学到的关于可转让知识的性质和发展的知识,并指出联系性这是深层理解和可转移技能基础上连贯的思维模式的关键。然后,我们提出教学功能,这些功能可能会独特地促进深入理解,并建议随着时间的流逝,必须明确并实践领域的核心概念关键表示以及上下文和世界之间的联系,以便学生发展连贯一致理解。我们在作者开发的新的在线交互式介绍性统计教科书的背景下说明了教学设计的实践联系方法。

更新日期:2020-08-17
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