Learning to avoid biased reasoning: effects of interleaved practice and worked examples
Abstract
It is yet unclear which teaching methods are most effective for improving critical thinking (CT) skills and especially for the ability to avoid biased reasoning. Two experiments (laboratory: N = 85; classroom: N = 117), investigated the effect of practice schedule (interleaved/blocked) on students’ learning and transfer of unbiased reasoning, and whether it interacts with practice-task format (worked-examples/problems). After receiving...
Paper Details
Title
Learning to avoid biased reasoning: effects of interleaved practice and worked examples
Published Date
Feb 26, 2021
Volume
33
Issue
3
Pages
304 - 326
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