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Effecten van doelspecificiteit op leren en leerproces bij kinderen.

Slaghuis, J. (2014) Effecten van doelspecificiteit op leren en leerproces bij kinderen.

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Abstract:Many studies have showed that goalspecificity has an influence on what is learned from an experiment. This recent study tried to explain this influence. The central question in this study was: 'What is the effect of goalspecificity on learning achievements and the process of learning with children for inquiry learning?' Two seperate primary school classes participated in this study. In total there were 48 participants with ages ranging from 10 to 13 years. They experimented on a simulation of a slot machine on the computer where they had to find out how this slot machine worked. One condition was provided with a nonspecific goal and the other received a specific goal. The expectation was that the children in the nonspecific goal group would learn more from the experiment. There was also expected that these children would experiment longer on the slot machine. When the participants were done experimenting, they had to answer eight questions about the slotmachine. We compared the answers to these questions and the time that the children used on experimenting. There were no significant differences found on these aspects. So far it hasn't been clear why children seem to learn more when they are provided with a nonspecific goal. More reseach is necessary to explain the impact of goal specificity.
Item Type:Essay (Bachelor)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology BSc (56604)
Link to this item:http://purl.utwente.nl/essays/65781
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