Schema induction in children's analogical problem solving.

Chen, Zhe

doi:10.1037/0022-0663.91.4.703

Cited by 68 publications

(58 citation statements)

References 45 publications

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“…Transfer is a cognitive process where the knowledge acquired in one situation is applied in a different context. To make transfer possible, learners must recognize the similarities between the two situations, activate the mindset acquired in the original context, and apply its common principles to the new context, ignoring irrelevant differences between the two situations (Chen, 1999). It is therefore a cognitive process that involves a high level of abstraction.…”

Section: Rq11 Is There a Differential Effect Depending On The Academentioning

confidence: 99%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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The introduction of computer programming in K-12 has become mainstream in the last years, as countries around the world are making coding part of their curriculum. Nevertheless, there is a lack of empirical studies that investigate how learning to program at an early age affects other school subjects. In this regard, this paper compares three quasi-experimental research designs conducted in three different schools (n=129 students from 2 nd and 6 th grade), in order to assess the impact of introducing programming with Scratch at different stages and in several subjects. While both 6 th grade experimental groups working with coding activities showed a statistically significant improvement in terms of academic performance, this was not the case in the 2 nd grade classroom. Notable disparity was also found regarding the subject in which the programming activities were included, as in social studies the effect size was double that in mathematics.Keywords: elementary education, improving classroom teaching, interdisciplinary projects, programming and programming languages, teaching/learning strategies, computer education, Scratch. IntroductionComputer programming is becoming a basic skill that allows participating effectively in a world full of digital objects (González, 2014), and in recent years we are witnessing initiatives worldwide to promote the teaching of programming in schools. However, there is little consensus about the way programming should be included in the curriculum (Grover & Pea, 2013).The European Schoolnet has elaborated a report where 20 European MinistriesMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact Publisher@InformingScience.org to request redistribution permission.Code to Learn: Where Does It Belong in the K-12 Curriculum? 284of Education give an overview of their current initiatives and plans regarding computer programming (Balanskat & Engelhardt, 2015). There are countries where programming is an end in itself, as the focus is on the potential benefits for those who know to program when they enter the labor market. This approach is based on studies that estimate that in the near future there will be a significant shortage of well-trained professionals in this field in Europe (Gareis et al., 2014) and in the US (Cuny, 2012). Some countries have decided to create a new specific subject, while others have included coding in the general ICT/technology course. Other governments are consideri...

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Section: Rq11 Is There a Differential Effect Depending On The Academentioning

confidence: 99%

Code to Learn: Where Does It Belong in the K-12 Curriculum?

2016

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“…As Quilici and Mayer's (1996) and Chen's (1999) studies illustrated, important questions remain about how to build schemas and mathematical problem solving among low-performing and younger students. Both studies, as is the case for much of the research on analogical problem solving and schema induction, relied on single-session interventions without explicit instruction to build students' schemas.…”

Section: Short-term Independent Studymentioning

confidence: 99%

“…The target population was 8 -9-year-olds. Understanding how to build schemas and the relation between schema building and math problem solving for this population is important in light of studies demonstrating the difficulty 8 -9-yearolds experience extracting schemas and succeeding with transfer (Chen, 1999;Gentner, 1988Gentner, , 1989Gholson, Eymard, Morgan, & Kamhi, 1987). Moreover, because previous work (Cooper & Sweller, 1987;Fuchs, Fuchs, Karns, Hamlett, & Katzaroff, 1999;D.…”

Section: Purposes Of the Present Studymentioning

confidence: 99%

Enhancing mathematical problem solving among third-grade students with schema-based instruction.

Fuchs¹,

Fuchs²,

Prentice³

et al. 2004

Journal of Educational Psychology

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The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on 4 types of word problems. The 3 16-week conditions were contrast, SBI, and SBI with practice in sorting word problems into schemas. Students were pre-and posttested on mathematical problem-solving tests and were posttested on schema development. Students receiving SBI, with and without sorting practice, improved more than the contrast group on problemsolving measures. Concurrently, the SBI groups' schema development exceeded that of the contrast group, and schema development explained a substantial portion of unique variance in students' posttreatment problem-solving performance. Results also suggested the need for additional research testing the contribution of practice in sorting word problems.

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“…Schema theory suggests that cognizance of the role of the mathematical structure (semantic structure) of a problem is critical to successful problem solution (Sweller, Chandler, Tierney, & Cooper, 1990). Schemas are domain or context specific knowledge structures that organize knowledge and help the learner categorize various problem types to determine the most appropriate actions needed to solve the problem (Chen, 1999;Marshall, 1995;Mayer, 1992;Sweller et al, 1990). For example, organizing problems on the basis of structural features (e.g., rate problem, compare problem) rather than surface features (e.g., the problem's cover story) can evoke the appropriate solution strategy.…”

mentioning

confidence: 99%

“…It is important to note that a schematic diagram is not merely a pictorial representation of the problem storyline that may focus on concrete, irrelevant details, but rather depicts the relationships between critical elements of the problem structure necessary for facilitating problem solution (Hegarty & Kozhevnikov, 1999). Research on the effectiveness of schema training in isolation or combined with schematic representations has shown that it is effective for students of different ability levels (e.g., Chen, 1999;Fuson & Willis, 1989;Jitendra, Griffin, Haria, Leh, Adams, & Kaduvetoor, 2007;Quilici & Mayer, 1996;Xin, Jitendra, & Deatline-Buchman, 2005). Further, from the cognitive load and expert/novice problem solver literatures, it appears that schema-based instruction that effectively deploys content knowledge via schematic diagrams and focuses on structural features of the problems would be most efficient for low achieving students in reducing the working memory capacity as multiple elements of information are chunked into a single schema (Kalyuga & Sweller, 2004;Lester & Kehle, 2003;Touvinen, & Sweller, 1999).…”

mentioning

confidence: 99%

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

Jitendra

Star

Starosta

et al. 2009

Contemporary Educational Psychology

100

142

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The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education.Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered four months later.However, the two groups' performance was comparable on a state standardized mathematics achievement test. KEYWORDS: word problem solving, ratio and proportion, middle school students, schema- One of the major difficulties noted in this domain is that students tend to use additive rather than multiplicative solution methods (e.g., "to solve 6:14 = ?:35, they find the difference between 6 and 14 and subtract it from 35 to find 27:35 rather than seek multiplicative relationships," Fuson & Abrahamson, 2002, p. 213). Research in this domain has examined how children reason in various proportionality tasks and the extent to which developmental or SCHEMA-BASED INSTRUCTION 4 instructional factors influence proportional reasoning (e.g., Bright, Joyner, & Wallis, 2003;Lamon, 1993Lamon, , 2002Lo & Watanabe, 1997;Post et al., 1988). Proportional reasoning develops over time and "understanding at one level forms a foundation for higher levels of understanding" (Lamon, 2007, p. 637). Recommendations outlined in the research for developing children's proportional thought processes have included providing ratio and proportion tasks in a wide range of contexts (e.g., measurements, prices, rates) and ensuring that students have experienced conceptual methods before presenting symbolic methods such as cross-product algorithm for solving proportional problems (Lamon, 1999;Van de Walle, 2007).The topics of ratio and proportion are frequently encountered in elementary and middle schools in the form of word problems. Traditionally, word problems are used to teach "mathematical modeling and applied problem solving" (Van Dooren, De Bock, Hessels, Janssens, & Verschaffel, 2005, p. 58). That is, the word problem context provides a description of a problem-solving situation that requires responding to a question by executing "one or more operations (+, -, x, ÷) on the quantities in the problem" (Van Dooren et al., 2005, p. 58).However, word problem solving has proved to be a significant challenge for students, in part because it requires s...

show abstract

Schema induction in children's analogical problem solving.

Cited by 68 publications

References 45 publications

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Code to Learn: Where Does It Belong in the K-12 Curriculum?

Enhancing mathematical problem solving among third-grade students with schema-based instruction.

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction

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