Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring

By S. Mathan, K. Koedinger. 2005

216 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0655df4770674529e1955523d741a7789dd2f6a4

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Learning from errors: A model of individual processes (2016, background): “…reflection on errors and (self-) explanation of the underlying misconceptions has been shown to be important for learning progress since these processes help to establish accurate mental models (Kapur 2008; Mathan & Koedinger, 2005; Oser & Spychiger, 2005; Siegler, 2002; Van Lehn et al., 2003).”
Toward Teachers' Adaptive Metacognition (2005, background): “Other researchers use technology to help students develop self-correction skills for problem solving (Mathan & Koedinger, 2005), as well as use effective monitoring strategies in their online scientific inquiries (e.g., change their topic if they fail to quickly find related information, Quintana,…”
Feedback Strategies for Interactive Learning Tasks (2007, methodology): “On the basis of the models of good information processors (Pressley, 1986), intelligent novices (Mathan and Koedinger, 2005), and self-directed learning (Boekaerts, 1996), possible feedback functions can be defined from the cognitive, metacognitive, and motivational standpoints.”
Teaching Johnny not to fall for phish (2010, background): “Providing immediate feedback at this “teachable moment” enhances learning [Anderson 1993; Mathan and Koedinger 2005].”
Anti-Phishing Landing Page : Turning a 404 into a Teachable Moment for End Users (2009, unknown): “Providing immediate feedback at the “teachable moment” enhances learning [1], [16].”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, methodology): “Using the Cognitive Tutor for Excel described above, Mathan and Koedinger (2005) explored whether a particular form of delayed feedback can improve student learning.”
Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning (2005, unknown): “…1999; Graesser, McNamara, & VanLehn, 2005; Jacobson & Kozma, 2000; Jonassen & Land, 2000; Jonassen & Reeves, 1996; Lajoie, 2000; Lajoie & Azevedo, in press; Land & Hannafin, 2000; Mandinach & Cline, 2000; Pea, 1985; Mathan & Koedinger, 2005; Shute & Psotka, 1996; White & Frederiksen, 2005).”