Brief Research Report : Why Goal - Free Problems Can Facilitate Learning  

Oleh:

Ayres, Paul L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Contemporary Educational Psychology vol. 18 no. 03 (Jul. 1993), page 376-381.
Topik: LEARNING; stage effect; means-ends analysis; goal-free problems; facilitate; learning

Ketersediaan

Perpustakaan PKPM Nomor Panggil: C15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Notices solving two-move mathematics problems which require the calculation of a subgoal and a goal make significantly more errors on the subgoal stage. The increase in errors at the subgoal stage is called the stage effect and occurs because of increased cognitive load at the subgoal stage during application of a backwardworking heuristic such as means-ends analysis. This experiment found that presentation of goal-free problems, which automatically reduces the use of meansends analysis, prevents the stage effect from occurring. In contrast, the same problem set presented in a conventional fashion generated a strong stage effect. A comparison between the groups also found that the goal-free group was superior at finding the correct solution path through the problem space. It was concluded that presentation of goal-free, two-move problems will enhance learning in comparison to conventional problems because there is both a reduced cognitive load and an automatically simplified path to solution.

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