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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
Richey, J. Elizabeth; Nokes-Malach, Timothy J. – Learning and Instruction, 2013
A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined learning outcomes from providing and withholding stepwise instructional explanations as students studied worked examples and solved physics problems. We…
Descriptors: Demonstrations (Educational), Teaching Methods, Problem Solving, Learning Processes
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
Scheiter, Katharina; Gerjets, Peter; Huk, Thomas; Imhof, Birgit; Kammerer, Yvonne – Learning and Instruction, 2009
Two experiments are reported that investigated the relative effectiveness of a realistic dynamic visualization as opposed to a schematic visualization for learning about cell replication (mitosis). In Experiment 1, 37 university students watched either realistic or schematic visualizations. Students' subjective task demands ratings as well as…
Descriptors: Multiple Choice Tests, Prior Learning, Visual Aids, Visualization
Krause, Ulrike-Marie; Stark, Robin; Mandl, Heinz – Learning and Instruction, 2009
This study examined whether cooperative learning and feedback facilitate situated, example-based e-learning in the field of statistics. The factors "social context" (individual vs. cooperative) and "feedback intervention" (available vs. not available) were varied; participants were 137 university students. Results showed that…
Descriptors: Feedback (Response), Intervention, Self Efficacy, Prior Learning
Reisslein, Jana; Atkinson, Robert K.; Seeling, Patrick; Reisslein, Martin – Learning and Instruction, 2006
This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example-problem, problem-example, and fading) to teach series and parallel electrical circuit analysis to learners classified by two levels of prior knowledge (low and high). Although no differences between the…
Descriptors: Computer Assisted Instruction, Educational Environment, Equipment, Instructional Effectiveness
