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Direct linkDurkin, Kelley; Rittle-Johnson, Bethany – Learning and Instruction, 2012
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal…
Descriptors: Mathematics Instruction, Arithmetic, Models, Instructional Materials
Hinze, Scott R.; Rapp, David N.; Williamson, Vickie M.; Shultz, Mary Jane; Deslongchamps, Ghislain; Williamson, Kenneth C. – Learning and Instruction, 2013
Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but…
Descriptors: Prior Learning, Individual Differences, Novices, Organic Chemistry
Korner, Christof – Learning and Instruction, 2005
Hierarchical graphs represent relationships between objects (like computer file systems, family trees etc.). Graph nodes represent the objects and interconnecting lines represent the relationships. In two experiments we investigated what concepts are necessary for understanding hierarchical graphs, what misconceptions evolve when some of the…
Descriptors: Prior Learning, Misconceptions, Graphs, Concept Formation
