When seeing what's wrong makes you right: The effect of erroneous examples on 3D diagram learning. Issue 4 (4th May 2020)

• Record Type: Journal Article
• Authors: Jaeger, Allison J.; Marzano, Joanna A.; Shipley, Thomas F.
• Other Names: Hoogerheide Vincent guestEditor.; Roelle Julian guestEditor.
• Is Part Of: Applied cognitive psychology. Volume 34:Issue 4(2020)
• Page Start: 844
• Page End: 861
• Publication Date: 2020-05-04
• Subjects: diagrams -- erroneous examples -- science learning -- sketching -- spatial thinking; Cognition -- Periodicals; Psychology, Applied -- Periodicals; 153
• DOI: 10.1002/acp.3671
• Languages: English
• ISSNs: 0888-4080

Abstract

Summary: Comprehending 3D diagrams is critical for success in scientific practice and research demonstrates that understanding of 3D geology diagrams can be improved by making predictive sketches. In mathematics, explaining erroneous examples can support learning. This study combined these approaches to better understand how to effectively support 3D geologic diagram understanding. Participants generated sketches, explained erroneous example sketches, or copied and explained correct sketches. It was hypothesized that generating sketches or explaining erroneous cases would improve understanding, but an open question was whether these conditions would differ from each other. Explaining erroneous examples and sketching improved understanding whereas explaining correct sketches did not. Further, explaining erroneous examples was a more efficient strategy than sketching. These results indicate that erroneous examples can be effective for supporting 3D diagram comprehension and may be a practical substitute for some traditional sketching activities in the context of real classrooms where class time is limited.