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Concreteness fading in learning secondary school physics concepts
Learning and Instruction ( IF 6.636 ) Pub Date : 2021-07-24 , DOI: 10.1016/j.learninstruc.2021.101524
Tommi Kokkonen 1 , Andreas Lichtenberger 2, 3 , Lennart Schalk 4
Affiliation  

Concreteness fading has been proposed as a general instructional approach to support learning of abstract mathematics and science concepts. Accordingly, organizing external knowledge representations in a three-step concrete-to-idealized sequence should be more beneficial than the reverse, concreteness introduction, sequence. So far, evidence for the benefits of concreteness fading come mainly from studies investigating learning of basic mathematics concepts. Studies on learning natural science concepts are scarce and have not implemented the full three-step-sequence. In an experimental classroom study (N = 70), we compared concreteness fading and concreteness introduction in high school science education about electromagnetic induction using a detailed assessment. Furthermore, we explored whether these sequences differentially affect the use of the different representations during instruction. Both sequences were equally effective and there were no differences in using the representations. We discuss why our results question the proposed advantages of concreteness fading and highlight conceptual differences and learning goals across domains.



中文翻译:

中学物理概念学习的具体化

具体性衰减已被提议作为支持抽象数学和科学概念学习的一般教学方法。因此,以三步从具体到理想化的顺序组织外部知识表示应该比相反的、具体的介绍顺序更有益。到目前为止,关于具体性减弱的好处的证据主要来自调查基本数学概念学习的研究。学习自然科学概念的研究很少,也没有实施完整的三步序列。在实验性课堂研究中 ( N = 70),我们使用详细评估比较了高中科学教育中关于电磁感应的具体性衰落和具体性介绍。此外,我们探讨了这些序列是否会在教学过程中对不同表示的使用产生不同的影响。两个序列都同样有效,并且在使用表示方面没有差异。我们讨论了为什么我们的结果质疑具体性衰落的拟议优势,并强调跨领域的概念差异和学习目标。

更新日期:2021-07-24
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