Rekenproject: Voorbeelden

Ben Wilbrink

rekenproject thuis
psychologie
    leren — schematiseren
        interactief leren
    creativiteit — probleemoplossen — Polya
        kennis
            begrijpen — voorbeelden
                eerst begrijpen vs eerst oefenen
    lesgeven — rekenklas — ICT
    taal en rekenen: taligheid van rekenonderwijs
    rekentoetsvragen — ontwerp, enzovoort

Het leren aan de hand van voorbeelden is een belangrijk onderwerp, en juist bij reken- en wiskundeonderwijs op glasheldere wijze aan de orde. Ik wijd er dus een afzonderlijke pagina aan, in plaats van het in leren.htm en leren.htm op te nemen.

Jörg Wittwer & Alexander Renkl (2010). How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review. Educational Psychology Review, 22, 393-409. abstract

Anderson, J. R., Reder, L. M., & Simon, H. A. (2000). Applications and misapplications of cognitive psychology to mathematics education. Texas Educational Review, 1, 29-49. pdf

Zie ook voorbeelden.htm

Alexander Renkl & Robert K. Atkinson (2010). Learning from worked-out examples and problem solving. In Jan L. Plass, Roxana Moreno & Roland Brünken: Cognitive Load Theory. (91-108) Cambridge University Press.

Robert K. Atkinson, Sharon J. Derry, Alexander Renkl & Donald Wortham (2000). Learning from examples: Instructional principles from the worked example research. Review of Educational Research, 70, 181. abstract

Bethany Rittle-Johnson, Jon R. Star & Kelley Durkin (2009). The Importance of Prior Knowledge When Comparing Examples: Influences on Conceptual and Procedural Knowledge of Equation Solving. Journal of Educational Psychology, 101, 836-852. abstract

Bethany Rittle-Johnson & Jon R. Star (2009). Compared With What? The Effects of Different Comparisons on Conceptual Knowledge and Procedural Flexibility for Equation Solving. Journal of Educational Psychology, 101, 529-544. abstract

Robert K. Atkinson, Alexander Renkl & Mary Margaret Merrill (2003). Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps Journal of Educational Psychology, 95, 774-783. pdf

Carroll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychol­ogy, 86, 360–367.p class='lit'>

Bethany Rittle-Johnson & Jon R. Star (2007). Does Comparing Solution Methods Facilitate Conceptual and Procedural Knowledge? An Experimental Study on Learning to Solve Equations. Journal of Educational Psychology, 99, 561-574. abstract

Tamara van Gog', Margje W. J. van de Wiel, Dorien Gerards-Last & Jacques Geraets (2010). Example-based learning: Effects of model expertise in relation to student expertise. British Journal of Educational Psychology, 80, 557-566. abstract

John Sweller (2006). The worked example effect and human cognition. Learning and Instruction 16, 165-169.

• The worked example effect has provided a rich source of information for instructional designers for two decades. It has also helped advance our knowledge of human cognition. The papers of this special issue demonstrate the continuing value of research into this important effect. They go well beyond the initial work simply comparing worked examples with equivalent problems and in the process provide us with valuable information concerning how to structure worked examples, the information that should be provided by worked examples and the activities in which learners should be encouraged to engage.

abstract

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  http://www.benwilbrink.nl/projecten/voorbeelden.htm