The Influence Of Reflective Right And Wrong Examples On The Transfer Of Probabilistic Learning In Higher Vocational Colleges

Correct and incorrect worked-example learning are to combine correct worked-examples with incorrect worked-examples to learn.Correct worked-examples provide paradigms for constructing correct concepts and procedures.Incorrect worked-examples provide supports for correcting erroneous understanding.By comparing correct worked-examples and incorrect worked-examples,students pay more attention to the inner logic and key steps of worked-examples.With the validity of correct and incorrect worked-example learning has been confirmed,researchers have been studying it more and more deeply.Based on the cognitive strategy transfer theory of learning transfer,this study combines correct and incorrect worked-example learning with reflective learning to design reflective correct and incorrect worked-examples.On this basis,scaffolding feedback is introduced.Reflective correct and incorrect worked-examples with feedback are designed.In this study,participants are 130 students in the Information Technology Department of Nanjing Xuanwu Secondary Professional School,Grade 2015.The content of the materials is the classical models of probability in higher vocational school.The form of the materials is based on the digital learning resources in the computer environment.Experiment 1 takes types of correct and incorrect worked-examples and students' prior knowledge levels as independent variables and takes near transfer performances and far transfer performances as dependent variables,designed the experiment of 2(reflective correct and incorrect worked-examples,non-reflective correct and incorrect worked-examples)x 3(high prior knowledge level,middle prior knowledge level and low prior knowledge level)to explore effects of reflective correct and incorrect worked-examples on learning transfer and their relationship with students' prior knowledge levels.Experiment 2 takes types of reflective correct and incorrect worked-examples and students' prior knowledge levels as independent variables,and takes near transfer performances and far transfer performances as dependent variables,designed the experiment of 2(reflective correct and incorrect worked-examples with feedback and reflective correct and incorrect worked-examples without feedback)x 3(high prior knowledge level,middle prior knowledge level and low prior knowledge level)to explore effects of reflective correct and incorrect worked-examples with feedback on learning transfer and their relationship with students' prior knowledge levels.The results show that:(1)Regardless of near transfer performances or far transfer performances,learning effects of reflective correct and incorrect worked-examples are obviously better than non-reflective correct and incorrect worked-examples.(2)The main effect of types of correct and incorrect worked-examples is significant,and the main effect of students' prior knowledge levels is significant,but there is no significant interaction between types of correct and incorrect examples and students' prior knowledge levels for near transfer performances or far transfer performances.(3)For students with low prior knowledge level,reflective correct and incorrect worked-examples only promote near transfer performances;for students with middle prior knowledge level,reflective correct and incorrect worked-examples not only promote near transfer performances but also promote far transfer performances;for students with high prior knowledge level,reflective correct and incorrect worked-examples only promote far transfer performances.(4)In near transfer performances,learning effects of reflective correct and incorrect worked-examples with feedback are obviously better than reflective correct and incorrect worked-examples without feedback.In far transfer performances,there is no significant difference in learning effects between reflective correct and incorrect worked-examples with feedback and reflective correct and incorrect worked-examples without feedback.(5)The main effect of types of reflective correct and incorrect worked-examples is significant for near transfer performances and not significant for far transfer performances.The main effect of students' prior knowledge levels is significant.There is no significant interaction between types of reflective correct and incorrect examples and students' prior knowledge levels for near transfer performances or far transfer performances.(6)For students with low prior knowledge level and middle prior knowledge level,reflective correct and incorrect worked-examples with feedback not only promote near transfer performances but also promote far transfer performances;for students with high prior knowledge level,reflective correct and incorrect worked-examples with feedback only promote near transfer performances.