Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training

Autor/inn/en	Wagner, Kai; Klein, Martin; Klopp, Eric; Puhl, Thomas; Stark, Robin
Titel	Effects of Instruction-Supported Learning with Worked Examples in Quantitative Method Training
Quelle	In: Higher Education Studies, 3 (2013) 3, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-4741
Schlagwörter	Foreign Countries; College Students; Control Groups; Experimental Groups; Comparative Analysis; Teaching Methods; Problem Based Learning; Intervention; Statistics; Models; Problem Solving; Advance Organizers; Knowledge Level; Seminars; Metacognition; Cognitive Processes; Student Motivation; Student Characteristics; Statistical Analysis; Prior Learning; Pretests Posttests; Germany + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Statistik; Analogiemodell; Problemlösen; Lernmaterial; Wissensbasis; Seminar; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Cognitive process; Kognitiver Prozess; Schulische Motivation; Statistische Analyse; Vorkenntnisse; Deutschland
Abstract	An experimental field study at a German university was conducted in order to test the effectiveness of an integrated learning environment to improve the acquisition of knowledge about empirical research methods. The integrated learning environment was based on the combination of instruction-oriented and problem-oriented design principles and consisted of twelve worked examples. An elaboration intervention was administered as instructional support. The effectiveness of the learning environment both with and without the elaboration intervention was assessed using knowledge application tasks (near and far transfer), which were applied after the training phase. In addition, student's self-reports on "mindfulness" (Salomon & Globerson, 1987) were collected. The training was implemented into the regular curriculum. The participants were advanced students in educational science. Both experimental groups (with elaboration intervention: n = 26; without elaboration intervention n = 27) clearly outperformed the control group (n = 17) in the knowledge application tasks. In order to (successfully) foster transferable applicable knowledge, instructional support provided via the elaboration intervention was in fact necessary. Furthermore, the self-reports of students in the experimental group with elaboration intervention showed higher mindfulness scores than those without it. Our results indicate that the integrated learning environment developed in this study can be implemented to improve the acquisition of knowledge about empirical research methods both effectively and efficiently. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01