Bridging principles and examples through analogy and explanation

Timothy J. Nokes, Kurt VanLehn

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Scopus citations

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 languageEnglish (US)
Title of host publicationComputer-Supported Collaborative Learning Conference, CSCL
Pages100-102
Number of pages3
EditionPART 3
StatePublished - 2008
Externally publishedYes
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

Other

OtherInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008
CountryNetherlands
CityUtrecht
Period6/23/086/28/08

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

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    Nokes, T. J., & VanLehn, K. (2008). Bridging principles and examples through analogy and explanation. In Computer-Supported Collaborative Learning Conference, CSCL (PART 3 ed., pp. 100-102)