Process- and Product-Oriented Worked Examples and Self-Explanations to Improve Learning Performance

Autor/inn/en	Wong, Rachel M.; Adesope, Olusola O.; Carbonneau, Kira J.
Titel	Process- and Product-Oriented Worked Examples and Self-Explanations to Improve Learning Performance
Quelle	In: Journal of STEM Education: Innovations and Research, 20 (2019) 2, S.24-31 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Middle School Students; Geometric Concepts; Learning Strategies; Mathematics Achievement; Cognitive Processes; Difficulty Level; Grade 6; Instructional Materials; Mathematics Instruction; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elementare Geometrie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; School year 06; 6. Schuljahr; Schuljahr 06; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg
Abstract	Worked examples and self-explanations studies have been conducted predominantly with college students in controlled laboratory settings. While there is evidence showing the independent effects of these learning strategies with college students, little is known about the combined effects with K-12 students in ecologically-valid environments. Additionally, most studies have only examined a single self-explanation format. In the current study, we seek to fill these gaps by examining middle school students learning performance with either worked examples (product vs. process) or self-explanation (menu-based vs focused). Participants (N =122) were randomly assigned to one of the four groups to study materials on geometric area and then assessed on their performance (practice problems, multiple-choice test and self-explanation) as well as their cognitive load. Results indicate significant main effects of self-explanation format on self-explanation scores, however no further main effects or interaction effects were obtained. Theoretical and practical implications are discussed. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01