Effects of comparing contrasting cases on learning from subsequent explanations.

Autor/inn/en	Roelle, Julian; Berthold, Kirsten
Titel	Effects of comparing contrasting cases on learning from subsequent explanations.
Quelle	In: Cognition and instruction, 33 (2015) 3, S. 199-225Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0737-0008; 1532-690X
DOI	10.1080/07370008.2015.1063636
Schlagwörter	Bildungsforschung; Verstehen; Lernen; Erklärung
Abstract	In an experiment, prior to processing instructional explanations N = 75 students received either (a) contrasting cases plus comparison prompts, (b) contrasting cases plus provided comparisons (i.e., model answers to the comparison prompts), or (c) no preparation intervention. We found that the learners with preparation intervention learned more and with a higher degree of efficiency, perceived less extraneous load, and experienced a higher feeling of smooth automatic running while they processed the explanations than the learners without a preparation intervention. These findings suggest that comparing contrasting cases serves a focusing function. Furthermore, we found that the learners in the provided comparisons condition acquired more conceptual knowledge from the explanations than the learners in the prompted comparisons condition. This result indicates that providing high amounts of instructional guidance while learners compare contrasting cases can have an added value in comparison to providing comparison prompts concerning the resulting preparation for future learning. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2019/3