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1.
Example-based learning often follows a design in which learners first receive instructional explanations that communicate new principles and concepts and second examples thereof. In this setting, using the knowledge components of the instructional explanations to explain the examples (i.e., generating principle-based self-explanations) is considered to be a highly important learning process. However, a potential suboptimality of this learning process is that it scarcely requires learners to organize the content of the instructional explanations into coherent mental representations. Thus, in two experiments we investigated whether prompting learners to organize the content of the instructional explanations before providing them with the examples (and self-explanation prompts) enhances the effectiveness of example-based learning. We consistently found that organization prompts fostered learning regardless of whether the learners also received self-explanation prompts. Hence, in example-based learning, learners should be prompted to not only generate principle-based self-explanations but also to organize the content of the instructional explanations. 相似文献
2.
One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions. 相似文献
3.
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations 总被引：1，自引：0，他引：1
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high
demands on the learners and often does not lead to the expected results, especially because the learners do not integrate
the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the
integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out
examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding
multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts
in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control
group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations
directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which
was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and
both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided.
We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding. 相似文献
4.
《Learning and Instruction》2006,16(2):104-121
In two experiments we explored how learning from traditional molar worked-out examples—focusing on problem categories and their associated overall solution procedures—as well as from more efficient modular worked-out examples—where intrinsic cognitive load is reduced by breaking down complex solutions into smaller meaningful solution elements—can be further enhanced. Instructional explanations or self-explanation prompts were administered to increase germane cognitive load. However, both interventions were not effective for learning and prompting for self-explanations even impaired learning with modular examples. In the latter case, prompting might have forced learners to process redundant information, which they had already sufficiently understood. 相似文献
5.
《Learning and Instruction》2007,17(3):286-303
Previous research has shown that encouraging learners to explain material to themselves as they study can increase their understanding. Furthermore, different types of material (e.g. text or diagrams) influence learners’ self-explanation behaviour. This study explores whether the coherence of text impacts upon the self-explanation effect. Forty-eight low-knowledge learners (university students) learnt about the circulatory system with text that was designed to be either maximally or minimally coherent. Half of these learners also received self-explanation training. Results showed that learners given maximally coherent text learnt more, as did learners who self-explained. However, this was not because coherent text increased self-explaining. Instead minimally coherent text significantly increased the number of self-explanations that learners made. It is suggested that self-explaining in the minimal text condition served to compensate for weaknesses and gaps in the text, whereas self-explaining in the maximal text condition may have led learners to detect flaws in their mental models and repair them. Consequently, rather than providing a minimally coherent text which compels low knowledge learners to self-explain to overcome its deficits, we should instead encourage learners to self-explain from well structured and explicit text. 相似文献
6.
Cognitive skills acquisition involves developing the ability to solve problems in knowledge-rich task domains, and is particularly important for any individual attempting to meet the challenges of our modern, knowledge-driven economy. This type of economy argues for reconceptualizing cognitive skills acquisition as a lifelong process. Research has shown that worked-out examples are the key to initial cognitive skill acquisition and, therefore, critical to lifelong learning. The extent to which learners' profit from the study of examples, however, depends on how well they explain the solutions of the examples to themselves. This paper discusses our own research on different types of computer-based learning environments that indirectly foster self-explanations by (a) fostering anticipative reasoning, (b) supporting self-explanations during the transition from example study to problem solving, and (c) supporting self-explanation activities with instructional explanations. It also discusses ways of leveraging new computer and video technologies to enhance these environments by representing problem situations and their concepts dynamically. The paper concludes by suggesting that these learning environments, if employed successfully, can encourage systematic, lifelong learning. 相似文献
7.
8.
Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations
《Contemporary educational psychology》1998,23(1):90-108
It was investigated to what extent example variability and the elicitation of sophisticated self-explanations foster the acquisition of transferable knowledge by learning from worked-out examples. In addition, it was asked whether the effects of these factors are moderated by the learners' levels of prior topic knowledge. To this end, we had 56 apprentices from a bank learn calculation of compound interest and real interest. They were randomly assigned to the four conditions of a 2 × 2-factorial design (factor 1: uniform vs. multiple examples; factor 2: spontaneous vs. elicited self-explanations). The learning results were measured by a post-test comprising near-transfer problems and far-transfer problems. It was found that the acquisition of transferable knowledge can be supported by eliciting self-explanations. In the case of near transfer, especially learners with low levels of prior topic knowledge profited from the elicitation procedure. On the whole, the findings underline the “causal” relevance of the quality of self-explanations for knowledge acquisition by learning from worked-out examples. The assumption that multiple examples foster transfer performance, at least when sophisticated self-explanations are elicited, was not supported. 相似文献
9.
《Learning and Instruction》2006,16(2):122-138
Most mathematical problems can be solved using different methods. We tested the effectiveness of presenting more than one solution method by means of worked-out examples. In Experiment 1, a 2 × 3-factorial design was implemented (“multiple solutions”: multiple/uniform; “instructional support”: none/self-explanations/instructional explanations). Multiple solutions fostered learning. However, no positive effect was found for instructional support. In Experiment 2, effects of varying the representational code of solutions were studied, using three conditions (multiple solutions with multiple representations; multiple solutions sharing one representation; uniform solution). No effect of multiple solutions on learning was found. They even reduced some important spontaneous learning activities. Further research should focus on the context conditions under which multiple solutions are effective. 相似文献
10.
《学习科学杂志》2013,22(1):69-105
Several earlier studies have found the amount learned while studying worked-out examples is proportional to the number of self-explanations generated while studying examples. A self-explanation is a comment about an example statement that contains domain-relevant information over and above what was stated in the example line itself. This article analyzes the specific content of self-explanations generated by students while studying physics examples. In particular, the content is analyzed into pieces of constituent knowledge that were used in the comments. These were further analyzed in order to trace the source of knowledge from which self-explanations could be generated. The results suggest that there are two general sources for self-explanations. The first is deduction from knowledge acquired earlier while reading the text part of the chapter, usually by simply instantiating a general principle, concept, or procedure with information in the current example statement. The second explanation is generalization and extension of the example statements. Such construction of the content of the example statements yield new general knowledge that helps complete the students' otherwise incomplete understanding of the domain principles and concepts. The relevance of this research for instruction and models of explanation-based learning is discussed. 相似文献
11.
Understanding fractions has been a pervasively difficult skill for struggling math learners, yet it is essential for success in secondary level mathematics skills. The present systematic review examined the evidence base of fraction interventions for elementary level students identified as struggling math learners. Twelve studies met inclusion criteria and were reviewed for (a) instructional focus (b) instructional components, and (c) effectiveness of the intervention on fraction performance. The majority of studies had a primary instructional focus on conceptual knowledge of fraction learning. Results of the study also indicated that all interventions included multiple evidence‐based instructional components (e.g., concrete and visual representations, range and sequence of examples, etc.). These multicomponent interventions improved performance on a variety of proximal fraction outcome measures. Intervention effects were mixed for generalized outcome measures and minimal for distal outcome measures. Limitations, implications for practice, and future research directions are discussed. 相似文献
12.
This special section focuses on help seeking in a wide range of learning environments, from classrooms to online forums. Previous research has rather restrictively focused on the identification of personal characteristics that predict whether or not learners seek help under certain conditions. However, help-seeking research has begun to broaden these self-imposed limitations. The articles in this special section represent good examples of this development. Indeed, help seeking in the presented articles is explored through complementary theoretical lenses (e.g., linguistic, instructional), using a wide scope of methodologies (e.g., teacher reports, log files), and in a manner which embraces the support of innovative technologies (e.g., cognitive tutors, web-based environments). 相似文献
13.
Learning from worked examples is an effective learning method in well-structured domains. Can its effectiveness be further enhanced when errors are included? This was tested by determining whether a combination of correct and incorrect solutions in worked examples enhances learning outcomes in comparison to correct solutions only, and whether a mixture of correct and incorrect solutions is more effective when the errors are highlighted. In addition, the effectiveness of fostering self-explanations was assessed. In Experiment 1, the participants learned to solve probability problems under six conditions that constituted a 2 × 3-factorial design (Factor 1: correct and incorrect solutions with highlighting the errors vs. correct and incorrect solutions without highlighting the errors vs. correct solutions only; Factor 2: prompting written self-explanations vs. no prompts). An aptitude-treatment interaction was found: providing correct and incorrect solutions fostered far transfer performance if learners had favourable prior knowledge; if learners had poor prior knowledge correct solutions only were more favourable. Experiment 2 replicated this interaction effect. Thus, a mixture of correct and incorrect solutions in worked examples enhanced learning outcomes only for “good” learners. In addition, Experiment 2 showed that confronting learners with incorrect solutions changed the quality of their self-explanations: on the one hand, new types of effective self-explanations could be observed, but on the other hand the amount of the very important principle-based self-explanations was substantially reduced. A possible measure to prevent this negative side effect of incorrect solutions is discussed. 相似文献
14.
This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate
interactive elements into learning environments designed to support learning from worked-out examples. Since most learners
spontaneously study or process examples in a very passive or superficial manner, this review focuses on how a variety of specific
interactive elements in example-based leaning environments are capable of encouraging learners to actively process the examples.
The review begins with an overview of the literature on worked examples and the associated self-explanation, which is important
given that the quality of self-explanation is a major factor in determining whether learners benefit from studying examples.
The review notes that example-based learning environments tend to be effective but often promote passive processing. It then
highlights the strengths and limitations of three types interactivity introduced to example-based learning environments. The
review concludes with a discussion of the role that these interactive elements play in these learning environments. 相似文献
15.
《International Journal of Educational Research》1999,31(7):591-609
In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out examples, multiple examples as well as a guidance for example elaboration were employed. Multiple examples only proved to be effective in fostering transfer performance when they were combined with the respective supporting means. However, without additional support, learners were overtaxed by multiple learning conditions. As a result, transfer performance was comparatively low. In order to optimize the two learning methods, learning by problem solving should be combined with worked-out examples. Moreover, learners should be supported with additional supporting means, such as expert comments and “instructional elaborations.” 相似文献
16.
教学效率数学模型建构的教育原理及意义 总被引：1，自引：0，他引：1
查有梁 《现代远程教育研究》2012,(4):3-8
如何提高教学效率,是各层次各类教学研究的重要问题。在教学理论和实践基础上首次提出的“教学效率的数学模型”,可以直观地理解教学效率的三个限制性原理,即在学校教育中不能仅仅强调学生自主学习,不能仅仅强调教师单向传授知识,教与学是相互“耦合”的。其原理表明三个不可能：只要求学生自主学习,不可能高效;只要求教师灌输,不可能高效;不将教师的教学转化为学生的自学,不可能高效。以此模型推论,对于不同学科、不同水平的教师和学生,两条“学历一效率”曲线的交点0是不同的。这就为因材施教地研究教学效率提供了新思路。在系统研究教学模型基础上建构的“教学模型的数学模型”,是“模式的模式”,即元模式。元模式的研究具有方法论价值,为教师在教学中选择合适的教学模型提供了实用的模式“网络结构”。这些数学模型之于远程教育的意义是：远程教学十分需要新的突破。 相似文献
17.
样例学习是学习者从例示了一般概念、原理、程序的例子中习得解决问题方法的一种学习方式.和单纯的问题解决学习方式相比,样例学习不仅费时少、迁移效果好,还可减轻学生学习时的认知负荷.早期的样例学习研究集中于数学、物理等学科的单内容样例的学习,最近的研究开始涉及没有明确解题步骤的双内容样例的学习.样例学习的重要机制是学习者对样... 相似文献
18.
Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning environments, we find that personalization is most successful when relevant learner characteristics are measured repeatedly during the learning process and when these data are used to adapt instruction in a systematic way. Building on these observations, we propose a novel, dynamic framework of personalization that conceptualizes learners as dynamic entities that change during and in interaction with the instructional process. As these dynamics manifest on different timescales, so do the opportunities for instructional adaptations—ranging from setting appropriate learning goals at the macroscale to reacting to affective-motivational fluctuations at the microscale. We argue that instructional design needs to take these dynamics into account in order to adapt to a specific learner at a specific point in time. Finally, we provide some examples of successful, dynamic adaptations and discuss future directions that arise from a dynamic conceptualization of personalization.
相似文献19.
《The Journal of educational research》2012,105(6):429-441
ABSTRACTThe author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics. 相似文献
20.
Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献