ABSTRACT

It is yet unclear which teaching methods are most effective for improving critical thinking (CT) skills and especially for the ability to avoid biased reasoning. Two experiments (laboratory: N = 85; classroom: N = 117), investigated the effect of practice schedule (interleaved/blocked) on students’ learning and transfer of unbiased reasoning, and whether it interacts with practice-task format (worked-examples/problems). After receiving CT-instructions, participants practiced in: (1) a blocked schedule with worked examples, (2) an interleaved schedule with worked examples, (3) a blocked schedule with problems, or (4) an interleaved schedule with problems. In both experiments, learning outcomes improved after instruction/practice. Surprisingly, there were no indications that interleaved practice led to better learning/transfer than blocked practice, irrespective of task format. The practice-task format did matter for novices’ learning: worked examples were more effective than low-assistance practice problems, which demonstrates –for the first time – that the worked-example effect also applies to novices’ learning to avoid biased reasoning.

摘要

尚不清楚哪种教学方法对于提高批判性思维（CT）技能，尤其是避免偏见推理的能力最有效。两次实验（实验室：N  = 85；教室：N = 117），研究了练习时间表（交错/阻止）对学生学习和无偏推理的传递的影响，以及它是否与练习任务格式相互作用（工作实例/问题）。收到CT指令后，参与者进行以下练习：（1）附有工作实例的时间表，（2）交错有工作实例的时间表，（3）附表有问题的时间表，或（4）附有问题的交错的时间表。在两个实验中，在指导/练习后学习成果均得到改善。令人惊讶的是，没有迹象表明，与任务练习相比，交错练习比封闭练习能带来更好的学习/转移。练习任务的格式对于新手的学习确实很重要：工作示例比低辅助练习问题更有效，实例效果也适用于新手的学习，以避免偏见推理。