Constructive error handling is considered an important factor for individual
learning processes. In a quasi-experimental study with Grades 6
to 9 students, we investigate effects on students’ attitudes towards errors
as learning opportunities in two conditions: an error-tolerant classroom
culture, and the first condition along with additional teaching of strategies
for analyzing errors. Our findings show positive effects of the errortolerant
classroom culture on the affective level, whereas students are
not influenced by the cognitive support. There is no evidence for differential
effects for student groups with different attitudes towards errors.
OriginalspracheEnglisch
ZeitschriftPNA
Jahrgang8
Ausgabenummer1
Seiten (von - bis)21-30
Seitenumfang10
PublikationsstatusVeröffentlicht - 09.2013

Bibliographische Notiz

reprint of Rach, Ufer & Heinze (2012)

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    Fachgebiete

  • Lehr-Lernforschung

ID: 22566