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Advancing the Guidance Debate: Lessons from Educational Psychology and Implications for Biochemistry Learning

机译：推进指导辩论：教育心理学的教训和生物化学学习的影响

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Research in science, technology, engineering, and mathematics education supports a shift from traditional lecturing to evidence-based instruction in college courses, yet it is unknown whether particular evidence-based pedagogies are more effective than others for learning outcomes like problem solving. Research supports three distinct pedagogies: worked examples plus practice, productive failure, and guided inquiry. These approaches vary in the nature and timing of guidance, all while engaging the learner in problem solving. Educational psychologists debate their relative effectiveness, but the approaches have not been directly compared. In this study, we investigated the impact of worked examples plus practice, productive failure, and two forms of guided inquiry (unscaffolded and scaffolded guidance) on student learning of a foundational concept in biochemistry. We compared all four pedagogies for basic knowledge performance and near-transfer problem solving, and productive failure and scaffolded guidance for far-transfer problem solving. We showed that 1) the four pedagogies did not differentially impact basic knowledge performance; 2) worked examples plus practice, productive failure, and scaffolded guidance led to greater near-transfer performance compared with unscaffolded guidance; and 3) productive failure and scaffolded guidance did not differentially impact far-transfer performance. These findings offer insights for researchers and college instructors.
机译：科学，技术，工程和数学教育的研究支持传统讲授对大学课程的基于证据的教学的转变，但是未知特定的证据基本的教学比其他人更有效，以学习解决问题的结果。研究支持三个不同的教育学：工作示例加上练习，生产失败和指导询问。这些方法在指导的性质和时机时变化，一切都在解决问题解决中。教育心理学家辩论他们的相对效果，但尚未直接比较方法。在这项研究中，我们调查了工作示例加上实践，生产失败和两种形式的指导查询（未加工和脚手架指导）对生物化学的基本概念的学生学习的影响。我们将所有四个教学论坛进行了基本知识性能和近代问题解决，以及对远传递问题解决的生产失败和脚手架指导。我们展示了1）四个教育学没有差异影响基础知识表现; 2）工作实例加上实践，生产力故障，脚手架指导导致更大的接近转移性能，而与未加工的指导相比; 3）生产失败和脚手架指导没有差异影响远传递性能。这些调查结果为研究人员和大学教师提供了见解。

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