Deficiencies and Support of Thinking Process in the Use of Learning Strategy “Lesson Induction” to Promote Learning from Errors

Abstract

A learning strategy called "Lesson Induction" facilitates learning from errors after problem-solving. However, previous studies have reported that some learners struggle to induce effective lessons that they can use for subsequent problem solving. The present study examined the deficiencies of thinking that leads to the induction of ineffective lessons and how to address them through qualitative methods. Ten eighth-grade students participated in this study. First, students used Lesson Induction after mathematical problem-solving and reported what they thought while inducing their lesson. Results of the protocol analysis of students who induced ineffective lessons suggested three types of deficiencies, such as not sufficiently comparing one's solution with the correct answer. Second, the researcher provided interactive support and asked students to induce their lesson again. The protocol analysis results suggested that learners could induce higher quality lessons by comparing one's idea of problem-solving and the idea of the correct answer and then analyzing the reason for errors. Finally, we discussed the thought process that leads to the induction of effective lessons for problem-solving.