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首页> 外文期刊>Journal of Agricultural Education >A Descriptive Interpretive Analysis of Students’ Oral Verbalization During the Use of Think–Aloud Pair Problem Solving While Troubleshooting
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A Descriptive Interpretive Analysis of Students’ Oral Verbalization During the Use of Think–Aloud Pair Problem Solving While Troubleshooting

机译：使用描述性大声对问题解决疑难解答时对学生口语描述性的描述性分析

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摘要

Researchers assert that the metacognitive nature of think–aloud pair problem solving (TAPPS) improves students’ problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary–level career and technical education students who used TAPPS while troubleshooting. A task outcome (successful or unsuccessful) was recorded for students who used TAPPS while troubleshooting a small gas engine fault on the basis of whether they were able to identify the correct solution to repair the fault. A qualitative interpretive approach was used to describe and interpret students’ thoughts while they were engaged in TAPPS. A quantitative analysiswas used to compare levels of oral verbalization between successful and unsuccessful TAPPS students. The total average percentage of oral verbalizations indicating metacognitive thought was 54% for successful students and 52% for unsuccessful students. The content of students’ oral verbalizations revealed that the metacognitive nature of the TAPPS strategy does not improve problem–solving success when secondary–level career and technical education students do not possess enough domain–specific knowledge. TAPPS can provide school–based agricultural education instructors with a formative assessment tool for checking students thinking and understanding of technical information for problem solving.
机译：研究人员断言，思维配对问题解决（TAPPS）的元认知性质通过将注意力集中在自己的思维上来改善学生的问题解决能力。本研究的目的是识别和描述口头语言，这些语言表明在进行故障排除时使用TAPPS的中等职业和技术教育学生的认知过程。对于使用TAPPS的学生，同时根据是否能够找到正确的解决方案来修复故障，在对小型燃气发动机故障进行故障排除时，会记录任务结果（成功或失败）。定性的解释方法被用来描述和解释学生从事TAPPS时的想法。定量分析被用来比较成功和不成功的TAPPS学生之间的口头表达水平。表示元认知思想的口头言语表达的总平均百分比，成功的学生为54％，失败的学生为52％。学生口头表达的内容表明，当中等职业和技术教育学生没有足够的特定领域知识时，TAPPS策略的元认知性质不会改善解决问题的成功率。 TAPPS可以为校本农业教育讲师提供形成性评估工具，以检查学生对解决问题的技术信息的想法和理解。

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