Instructional Science ( IF 2.255 ) Pub Date : 2020-09-01 , DOI: 10.1007/s11251-020-09523-4 Sara Hiller , Stefan Rumann , Kirsten Berthold , Julian Roelle
In learning from examples, students are often first provided with basic instructional explanations of new principles and concepts and second with examples thereof. In this sequence, it is important that learners self-explain by generating links between the basic instructional explanations’ content and the examples. Therefore, it is well established that learners receive self-explanation prompts. However, there is hardly any research on whether these prompts should be provided in a closed-book format—in which learners cannot access the basic instructional explanations during self-explaining and thus have to retrieve the main content of the instructional explanations that is needed to explain the examples from memory (i.e., retrieval practice)—or in an open-book format in which learners can access the instructional explanations during self-explaining. In two experiments, we varied whether learners received closed- or open-book self-explanation prompts. We also varied whether learners were prompted to actively process the main content of the basic instructional explanations before they proceeded to the self-explanation prompts. When the learners were not prompted to actively process the basic instructional explanations, closed-book prompts yielded detrimental effects on immediate and delayed (1 week) posttest performance. When the learners were prompted to actively process the basic instructional explanations beforehand, closed-book self-explanation prompts were not less beneficial than open-book prompts regarding performance on a delayed posttest. We conclude that at least when the retention interval does not exceed 1 week, closed-book self-explanation prompts do not entail an added value and can even be harmful in comparison to open-book ones.
中文翻译:
基于示例的学习:学习者是否应该收到闭卷或开卷自我解释提示?
在从例子中学习时,通常首先为学生提供有关新原理和新概念的基本教学解释,其次是例子。在此顺序中,重要的是学习者必须通过在基本的教学解释内容与示例之间建立联系来进行自我说明。因此,众所周知,学习者会收到自我解释的提示。但是,几乎没有关于这些提示是否应以封闭书本形式提供的研究,即在自解释过程中,学习者无法访问基本的教学说明,因此必须检索教学说明的主要内容。从内存中解释示例(即,检索练习)-或采用开放式书本格式,学习者可以在自我解释过程中访问教学说明。在两个实验中,我们改变了学习者是否收到封闭式或开放式自我解释提示。我们还改变了学习者在进入自我解释提示之前是否被提示积极地处理基本教学说明的主要内容。当没有提示学习者积极地处理基本的教学说明时,闭卷提示会对即时和延迟(1周)的测试后成绩产生不利影响。当提示学习者事先积极地处理基本的教学说明时,就延迟后测的表现而言,闭卷自我解释提示的益处不亚于开卷提示。