crta
Hrvatska znanstvena Sekcija img
bibliografija
3 gif
 Naslovna
 O projektu
 FAQ
 Kontakt
4 gif
Pregledavanje radova
Jednostavno pretraživanje
Napredno pretraživanje
Skupni podaci
Upis novih radova
Upute
Ispravci prijavljenih radova
Ostale bibliografije
Slični projekti
 Bibliografske baze podataka

Pregled bibliografske jedinice broj: 849460

Zbornik radova

Autori: Kolić-Vehovec, Svjetlana; Pahljina-Reinić, Rosanda; Rončević Zubković, Barbara
Naslov: Facilitating conceptual change in students’ understanding of operant conditioning principles: The role of individual and cooperative learning
Izvornik: Review of psychology. Special section: 12th Alps Adria Psychology Conference / Buško, V. (ur.). - Jastrebarsko, Zagreb : Naklada Slap , 2016. 71-72.
ISSN: 1330-6812
Skup: 2th Alps Adria Psychology Conference
Mjesto i datum: Rijeka, Hrvatska, 29.09.-01.10.2016.
Ključne riječi: conceptual change; confidence judgments; calibration; cooperative learning
Sažetak:
The aim of the present study was to examine the effects of individual and cooperative learning task on confidence judgments and conceptual change. Specifically, the study explored whether misconceptions about operant conditioning diminish after students were learning individually or cooperatively about the key concepts in operant conditioning in Educational psychology course, and whether students become more accurate in their calibration. The participants in the study were 223 first-year graduate students. At the beginning of the course, students were asked to explain the similarities and differences between the various concepts related to operant conditioning, and they rated the confidence in the correctness of their answers. Additionally, they had to recognize principles of operant conditioning in several examples from educational settings, explain their answer, and rate their confidence in both the answer and the explanation. The same tasks were administered following instruction. Instruction consisted of the lecturer’s explanation of key concepts and examples and, later on, students worked on 11 examples individually or in small groups. After finishing the tasks, students were informed of the correct answers through discussion. Students who participated in collaborative learning showed significantly better recognition of the principles of operant conditioning in the examples than students in the individual learning condition. Also, they reported higher confidence in the accuracy of their recognition answers compared to students who were engaged in self-learning. The two groups of students demonstrated similar levels of conceptual understanding of operant conditioning as evidenced in their explanations of the identified principles.
Vrsta sudjelovanja: Predavanje
Vrsta prezentacije u zborniku: Sažetak
Vrsta recenzije: Međunarodna recenzija
Izvorni jezik: ENG
Kategorija: Znanstveni
Znanstvena područja:
Psihologija
Upisao u CROSBI: Barbara Rončević Zubković (roncevic@ffri.hr), 13. Pro. 2016. u 15:25 sati



Verzija za printanje   za tiskati


upomoc
foot_4