Der Testungseffekt beim Lernen mit Texten
Ein Beispiel für das schwierige Verhältnis zwischen Grundlagenforschung und Anwendung
Abstract
Zusammenfassung. Da der Testungseffekt in der evidenzbasierten Lehr- / Lernforschung als einer der am besten gesicherten Befunde gilt (z. B. Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013), ist er in besonderer Weise dazu geeignet, grundlegende Probleme bei der Nutzbarmachung von in der experimentellen Forschung gut gesicherten Befunden zu verdeutlichen. Im Zentrum dieses Beitrags stehen das Verhältnis zwischen Lernresultaten und metakognitiven Erwartungen, die Komplexität von Lernmaterialien als Moderator für den Testungseffekt sowie Unterschiede zwischen Feld- und Laborexperimenten.
Abstract. In studies that rank learning principles according to their effectivity, test-enhanced learning is one of the few principles for which strong evidence is reported (e. g., Dunlosky, Rawson, Marsh, Nathan & Willingham, 2013). The testing effect is thus suitable for exemplary discussions of fundamental problems that emerge when basic research is applied to the real world. The present paper focuses on the relationship between learning outcomes and metacognitive beliefs, on how the complexity of learning materials moderates the testing effect, and on differences between laboratory studies and field experiments.
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