Sense making alone doesn't do it. Fluency matters too! ITS support for robust learning with multiple representations.

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol; Rohrbach, Stacie
Titel	Sense making alone doesn't do it. Fluency matters too! ITS support for robust learning with multiple representations.
Quelle	Aus: Cerri, Stefano A. (Hrsg.); Clancey, William J. (Hrsg.); Papadourakis, Giorgos (Hrsg.); Panourgia, Kitty-Kiriaki (Hrsg.): Intelligent tutoring systems. 11th international conference, ITS 2012, Chania, Crete, Greece, June 14 - 18, 2012. Proceedings. Berlin u.a.: Springer (2012) S. 174-184 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Lecture notes in computer science. 7315
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	3-642-30949-6; 978-3-642-30949-6; 978-3-642-30950-2
DOI	10.1007/978-3-642-30950-2_23
Schlagwörter	Medieneinsatz; Sekundarstufe I; Grundschule; Primarbereich; Schüler; Schülerin; Individuelles Lernen; Lernen; Lernprozess; Lernumgebung; Beispiel; Computerprogramm; Computerunterstützter Unterricht; Intelligentes Tutorsystem; Lernsystem; Schülerexperiment; E-Learning; Jahr 2012; Konferenzschrift; Kongress; Griechenland; Kreta
Abstract	Previous research demonstrates that multiple representations of learning content can enhance students' learning, but also that students learn deeply from multiple representations only if the learning environment supports them in making connections between the representations. [The authors] hypothesized that connection-making support is most effective if it helps students make sense of the content across representations and in becoming fluent in making connections. [The authors] tested this hypothesis in a classroom experiment with 599 4th- and 5th-grade students using an ITS for fractions. The experiment further contrasted two forms of support for sense making: auto-linked representations and the use of worked examples involving one representation to guide work with another. Results confirm [their] main hypothesis: A combination of worked examples and fluency support lead to more robust learning than versions of the ITS without connection-making support. Therefore, combining different types of connection-making support is crucial in promoting students' deep learning from multiple representations. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/2