Learning from errors? The impact of erroneous example elaboration on learning outcomes of medical statistics in Chinese medical students

BACKGROUND: Constructivism theory has suggested that constructing students’ own meaning is essential to successful learning. The erroneous example can easily trigger learners’ confusion and metacognition, which may “force” students to process the learning material and construct meaning deeply. Howev...

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Detalles Bibliográficos
Autores principales: Wang, Chengwei, Li, Junyi, Li, Haiyan, Xia, Yijing, Wang, Xiaoyu, Xie, Yufei, Wu, Jinyang
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Research
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9203230/
https://www.ncbi.nlm.nih.gov/pubmed/35710473
http://dx.doi.org/10.1186/s12909-022-03460-1

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9203230/
https://www.ncbi.nlm.nih.gov/pubmed/35710473
http://dx.doi.org/10.1186/s12909-022-03460-1

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