期刊
SCIENCE
卷 331, 期 6018, 页码 772-775出版社
AMER ASSOC ADVANCEMENT SCIENCE
DOI: 10.1126/science.1199327
关键词
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资金
- National Science Foundation [0941170]
- Direct For Education and Human Resources
- Division Of Undergraduate Education [0941170] Funding Source: National Science Foundation
Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
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