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ERIC Number: EJ1003561
Record Type: Journal
Publication Date: 2013-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
How Much Is Too Much? Learning and Motivation Effects of Adding Instructional Explanations to Worked Examples
Richey, J. Elizabeth; Nokes-Malach, Timothy J.
Learning and Instruction, v25 p104-124 Jun 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 hypothesized that students would acquire more conceptual knowledge from withholding instructional explanations because they would be more likely to engage in constructive cognitive activities to understand the problem-solving steps, whereas providing instructional explanations might suppress such activities. Furthermore, we examined the roles of prior knowledge and student motivation in determining learning outcomes. Across three experiments, students in the withholding conditions showed greater conceptual learning than students in the providing conditions. Additionally, achievement goal orientations were more predictive of learning for the withholding conditions than the providing conditions. We discuss how the interactions between prior knowledge, motivation, and instruction can support learning and transfer. (Contains 5 figures and 1 table.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A