How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review
How Effective are Instructional Explanations in Example-Based Learning? A Meta-Analytic Review
复制标题
基于实例的学习中的教学解释有多有效？
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
A. Renkl
中科院分区：
文献类型：
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作者：
Jörg Wittwer;A. Renkl
认知负荷理论中的样例效应是一个非常成熟的发现。然而，在学习情境中，样例的具体有效性在很大程度上取决于进一步的调节因素。例如，如果学习者通过积极地向自己解释样例来改善他们对样例的处理，他们通常能够更好地解决迁移问题。另一种增强样例处理的方法是向学习者提供指导性解释，而不是促使他们自己产生这些解释。在这篇文章中，我们回顾了21个实验研究，以解决这个问题，是否教学解释支持基于示例的学习。元分析的结果导致三个重要的结论：第一，基于示例的学习本身的教学解释的好处是最小的。第二，教学解释更有助于获得概念性知识，而不是程序性知识。第三，教学解释不一定比其他支持样例加工的方法（如自我解释）更有效。
The worked example effect within cognitive load theory is a very well-established finding. The concrete effectiveness of worked examples in a learning situation, however, heavily depends on further moderating factors. For example, if learners improve their processing of worked examples by actively explaining the worked examples to themselves, they are usually better able to solve transfer problems. Another way to enhance example processing is to present learners with instructional explanations instead of prompting them to produce these explanations on their own. In this article, we review 21 experimental studies to address the issue whether instructional explanations support example-based learning. Meta-analytic results lead to three important conclusions: First, the benefits of instructional explanations for example-based learning per se are minimal. Second, instructional explanations are more helpful for acquiring conceptual knowledge than for acquiring procedural knowledge. Third, instructional explanations are not necessarily more effective than other methods supporting example processing such as self-explaining.