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A systematic review of interleaving as a concept learning strategy
Review of Education Pub Date : 2021-03-21 , DOI: 10.1002/rev3.3266
Jonathan Firth 1 , Ian Rivers 1 , James Boyle 1
Affiliation  

A systematic review was conducted into the effect of interleaving the order of examples of concepts in terms of both memory of items and transfer to new items. This concept has important implications for how and when teachers present examples in the classroom. A total of 26 studies met the inclusion criteria; a subset of 17 studies (with 32 constituent datasets) formed the basis of a meta-analysis, and the remainder were analysed within a narrative review. Memory (as tested by presenting studied items from a learned category) showed an interleaving benefit with effect sizes (Hedges’ g) of up to 0.65, and transfer (as tested by presenting novel items from a learned category) a benefit with effect sizes of up to 0.66. Interleaving was found to be of greatest use when differences between items are subtle, and the benefit extended to both art- and science-based items, with implication for practitioner decisions over how and when to apply the technique. It also extended to delayed tests. The review revealed that the literature is dominated by laboratory studies of university undergraduates, and the need for future school-based research using authentic classroom tasks is outlined.

中文翻译:

交错作为概念学习策略的系统回顾

对概念实例的顺序在项目记忆和转移到新项目方面的交错效果进行了系统评价。这个概念对教师如何以及何时在课堂上展示例子具有重要意义。共有26项研究符合纳入标准;17 项研究的子集(包含 32 个组成数据集)构成了荟萃分析的基础,其余研究在叙述性评论中进行了分析。记忆力(通过展示学习类别中的研究项目进行测试)显示出与效果大小(Hedges' g) 高达 0.65,并且转移(通过展示来自学习类别的新项目来测试)效果大小高达 0.66 的好处。当项目之间的差异很微妙时,交错被发现最有用,并且好处扩展到基于艺术和科学的项目,这意味着从业者决定如何以及何时应用该技术。它还扩展到延迟测试。审查显示,文献以大学本科生的实验室研究为主,并概述了未来使用真实课堂任务进行校本研究的必要性。
更新日期:2021-03-21
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