Instructional aids to support a conceptual understanding of multiple representations.

Autor/inn/en	Berthold, Kirsten; Renkl, Alexander
Titel	Instructional aids to support a conceptual understanding of multiple representations.
Quelle	In: Journal of educational psychology, 101 (2009) 1, S. 70-87Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Begriffsbildung; Lehren; Audiovisuelles Medium; Unterrichtsmedien; Verständnis
Abstract	Tested whether multiple representations, such as diagrams and equations, per se help to acquire conceptual understanding in probability, and investigated whether learners need instructional support to utilize the potentials of multiple representations. To examine these questions, an experimental study was conducted with 8 conditions in which 170 10th and 11th grade high school students (mean age 16.21 years) studied worked examples from probability. The authors varied the type and number of representations and the availability of 2 support procedures: (a) a relating aid that used color codes and flashing to help learners see which elements in different representations corresponded to each other on a surface level, and (b) self-explanation prompts to ensure that learners integrate corresponding parts in different representations on a structural level. Analyses reveal that multiple representations per se did not foster conceptual understanding, however, both support procedures enhanced it. Yet the self-explanation prompts did not only foster conceptual understanding by eliciting elaborations directed to domains principles but also incorrect elaborations that hindered the acquisition of procedural knowledge. Hence, self-explanation prompts are an instructional support procedure that can have conflicting effects on learning outcomes. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2009/4