When Does Provision of Instruction Promote Learning? [Konferenzbericht] Paper presented at the Annual Conference of the Cognitive Science Society (33rd, Boston, MA, Jul 20-23, 2011).

Autor/inn/en	Lee, Hee Seung; Anderson, Abraham; Betts, Shawn; Anderson, John R.
Titel	When Does Provision of Instruction Promote Learning? [Konferenzbericht] Paper presented at the Annual Conference of the Cognitive Science Society (33rd, Boston, MA, Jul 20-23, 2011).
Quelle	(2011), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Discovery Learning; Direct Instruction; Problem Solving; Learning Theories; Cognitive Processes; Difficulty Level; Classroom Communication; Teacher Role; Teacher Behavior; Verbal Communication; Teacher Student Relationship; Scaffolding (Teaching Technique); Pennsylvania + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Problemlösen; Learning theory; Lerntheorie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Klassengespräch; Lehrerrolle; Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Contradictory evidence has been reported on the effects of discovery learning approach and the role of instructional explanations. By manipulating the presence of instruction (verbal explanation) and transparency of problem structures, we investigated how effects of instructional explanations differed depending on the transparency of problem structure. We developed an auxiliary representational task that made certain aspects of the problem structure more transparent. Instruction proved irrelevant to those aspects of the problem made transparent by the representation but facilitated learning of those aspects that were left obscure. We suggest that the critical role of instruction is not specifying the steps in solving a problem, but rather making salient the features that are critical to students' ability to infer the steps from examples. (Contains 1 table and 2 figures.) [This paper was published in: L. Carlson, C. Hoelscher, & T. Shipley (Eds.), "Proceedings of the 33rd Annual Conference of the Cognitive Science Society" (pp. 3518-3523). Austin, TX: Cognitive Science Society.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10