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Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?
Learning and Instruction ( IF 4.7 ) Pub Date : 2020-12-25 , DOI: 10.1016/j.learninstruc.2020.101438
Andreas Lachner , Leonie Jacob , Vincent Hoogerheide

Research has demonstrated that oral explaining to a fictitious student improves learning. Whether these findings replicate, when students are writing explanations, and whether instructional explaining is more effective than other explaining strategies, such as self-explaining, is unclear. In two experiments, we compared written instructional explaining to written self-explaining, and also included written retrieval and a baseline control condition. In Experiment 1 (N = 147, between-participants-design, laboratory experiment), we obtained no effect of explaining. In Experiment 2 (N = 50, within-participants-design, field-experiment), only self-explaining was more effective than our control conditions for attaining transfer. Self-explaining was more effective than instructional explaining. A cumulating meta-analysis on students’ learning revealed a small effect of instructional explaining on conceptual knowledge (g = 0.22), which was moderated by the modality of explaining (oral explaining > written explaining). These findings indicate that students who write explanations are better off self-explaining than explaining to a fictitious student.



中文翻译:

通过撰写解释来学习:向虚拟学生进行解释比解释自我更有效?

研究表明,对虚拟学生进行口头解释可以改善学习。目前尚不清楚这些发现是否重复,何时学生编写解释,以及指导性解释是否比其他解释策略(例如自我解释)更有效。在两个实验中,我们将书面说明性解释与书面自我解释进行了比较,还包括书面检索和基线控制条件。在实验1(N  = 147,参与者之间的设计,实验室实验)中,我们没有获得解释的效果。在实验2(N = 50(参加者内部设计,现场实验),只有自我解释比我们的控制条件更有效。自我解释比指导性解释更有效。对学生学习的累积荟萃分析显示,教学解释对概念知识的影响很小(g  = 0.22),这被解释的方式(口头解释>书面解释)所缓和。这些发现表明,写解释的学生比对虚构的学生进行解释要容易得多。

更新日期:2020-12-28
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