Abstract
Previous research in cognitive science has shown that analogical comparison and self-explanation are two powerful learning activities that can improve conceptual learning in laboratory settings. The current work examines whether these results generalize to students learning physics in a classroom setting. Students were randomly assigned to one of three worked example learning conditions (reading, self-explanation, or analogical comparison) and then took a test assessing conceptual understanding and problem solving transfer. Students in the self-explanation and analogy conditions showed improved conceptual understanding compared to students in the more traditional worked example condition.
Original language | English (US) |
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Title of host publication | Computer-Supported Collaborative Learning Conference, CSCL |
Pages | 100-102 |
Number of pages | 3 |
Edition | PART 3 |
State | Published - 2008 |
Externally published | Yes |
Event | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands Duration: Jun 23 2008 → Jun 28 2008 |
Other
Other | International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 |
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Country/Territory | Netherlands |
City | Utrecht |
Period | 6/23/08 → 6/28/08 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education