Effects of anchored instruction on enhancing elementary school students' problem-solving skills

机译：锚定指令对提升小学生问题解决技巧的影响

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The purpose of this study was to investigate the effects of computer-aided CDROM-based anchored instruction on promoting students' problem-solving skills for Japanese elementary students. Results from a two-way Repeated Measures ANOVA showed that students' problem-solving skills were improved significantly with anchored instruction [F(1,34)=26.76,p<.01]. In summary the finding suggested that anchored instruction provided a more motivating environment where enhanced students' problem-solving skills. Results also indicated that all students benefited from anchored instruction on the effects of problem-solving despite of their mathematics and science abilities. This study was significant because it provided empirical evidence for its effectiveness on teaching problem-solving strategies for Japanese fifth-graders.

机译：本研究的目的是探讨计算机辅助考虑的锚定指令对日本小学生促进学生问题解决技巧的影响。双向重复措施Anova的结果表明，锚定指令[F（1,34）= 26.76，p <.01]，学生的解决技能明显改善了。总之，查明建议，锚定指令提供了更加激励的环境，增强了学生的解决问题的技能。结果还表示，尽管其数学和科学能力，所有学生都受益于解决问题的影响。这项研究很重要，因为它为其对日本五年级学生的策略进行了有效性提供了实证证据。

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《International Conference on Computers in Education》|1999年||共8页
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作者
Hitoshi Miyata;
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原文格式 PDF
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中图分类 TP18-53;
关键词
Anchored instruction; Teaching strategies; Problem-solving skills; Situated cognition;

机译：锚定指令;教学策略;解决问题的技巧;位于认知;

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Effects of anchored instruction on enhancing elementary school students' problem-solving skills

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