The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles

Autor/inn/en	Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth
Titel	The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles
Quelle	In: Educational Psychology Review, 30 (2018) 2, S.531-558 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ziegler, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-017-9424-4
Schlagwörter	Problem Solving; Grade 6; Teaching Methods; Algebra; Mathematics Skills; Knowledge Level; Direct Instruction; Verbal Communication; Inferences; Addition; Multiplication; Comparative Analysis; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Problemlösen; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Inference; Inferenz; Multiplikation; Unterrichtserfolg
Abstract	Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01