Literaturnachweis - Detailanzeige
| Autor/inn/en | Atkinson, Robert K.; Renkl, Alexander; Merrill, Mary Margaret |
|---|---|
| Titel | Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. |
| Quelle | In: Journal of educational psychology, 95 (2003) 4, S. 774-783Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Konditionierung; Problemlösen; Pädagogischer Transfer; Lernen; Lehrmethode; Computerunterstützter Unterricht |
| Abstract | Investigated the effect of fading out worked-out solution steps and introducing self-explanation prompts on near- and far-transfer tasks. Subjects in a laboratory experiment (Study 1, n=78 psychology students) completed computerized learning sessions in probability calculation that implemented either backward fading procedures only, example-problem pairs only, or combined each procedure with prompts encouraging deeper elaboration of underlying solution principles. Near- and far-transfer performance was assessed in a posttest. Study 2 conducted the computerized learning sessions in a classroom setting with 40 high-school students, but implemented only two procedures: backward fading and backward fading with prompts. When backward fading was combined with self-explanation prompts, both near and far transfer was significantly better than with the other instructional procedures, and effects were of medium and large sizes. The instructional procedure of fading out worked-out examples in combination with self-explanation prompting is considered an effective method for fostering the transition from early example learning to independent problem solving. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2005_(CD) |
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