Cognitive skill acquisition from complex examples. A taxonomy of examples and tentative instructional guidelines.

Autor/inn/en	Renkl, Alexander; Hilbert, Tatjana S.; Schworm, Silke
Titel	Cognitive skill acquisition from complex examples. A taxonomy of examples and tentative instructional guidelines.
Quelle	Aus: Prenzel, Manfred (Hrsg.): Studies on the educational quality of schools. The final report on the DFG Priority Programme. Münster u.a.: Waxmann (2007) S. 239-249Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-3-8309-1863-9
Schlagwörter	Fertigkeit; Kognitive Kompetenz; Problemlösen; Lehrer; Lehrerausbildung; Lernen; Selbstständiges Lernen; Beispiel; Erklärung; Lernmethode; Mathematikunterricht; Forschungsstand; Deutschland
Abstract	The self-explanation of worked-out examples is an effective means to advance students' understanding in mathematics and science. This is the main proposition of the authors' project report. However, the group was able to show that also teachers and student teachers profited from this learning approach. The authors report about their studies on cognitive skill acquisition from examples in different non-algorithmic domains. They developed a theoretical rationale for classifying different types of examples that can be employed in a variety of learning domains. As a synthesis of their studies, the authors were able to formulate theses that lead to tentative instructional guidelines for example-based learning in non-algorithmic domains. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2