Common Instructional Interaction Strategies and Their Effects on the Constructionof Fragile Knowledge in Flight Simulation

摘要

The construction of fragile knowledge hinders the learning process--in some casesit can produce tragic consequences. This study examined the effects of common instructional interaction strategies on fragile knowledge construction in learners during procedural skill acquisition. It also examined whether explicit instruction on executive control strategies can eliminate or minimize fragile knowledge construction. The experimental design was a 4 X 2 factorial pretest, posttest, control group design. The two independent variables were instructional interaction strategies and executive controls. There were four levels of interaction strategies: no instructional interaction (the control group), directive interaction, question-based interaction, and mixed (directive and question-based) interaction. There were two levels of executive controls: no instruction on executive control processes and explicit instruction on executive control processes.