Do it yourself. Discerning the effects of self-directed activity on conceptual learning.

Autor/inn/en	Brod, Garvin; Holstein, Elfriede; Weindorf, Leonie; Colantonio, Joseph; Bonawitz, Elizabeth; Theobald, Maria
Titel	Do it yourself. Discerning the effects of self-directed activity on conceptual learning.
Quelle	In: npj science of learning, 10 (2025) 70, 9 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2056-7936
DOI	10.25656/01:34700 10.1038/s41539-025-00364-9
URN	urn:nbn:de:0111-pedocs-347001
Schlagwörter	Lernen
Abstract	Can you learn better by doing something yourself (DIY) or by watching somebody else do it? We present a new approach to examine this perennial question in research on learning and instruction. In a science learning task, children aged 5 to 7 years (N = 95) either generated predictions themselves (active condition) or observed the predictions of a fictitious other child (yoked condition) before seeing the outcome. Unlike previous yoked designs, we first emulated responses from a Bayesian learner. Critically, these responses were then individually matched to each yoked child given their unique prior beliefs at the start of the experiment. This novel approach allowed us to discern the effects of DIY on conceptual learning much more clearly than before. We found that actively generating predictions led to deeper conceptual understanding than observing another's matched predictions, and that this advantage of DIY was associated with an increased experience of agency. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3