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How to foster learning from introductory instructional explanations relating to the domain of chemistry through specific relevance instructions?

如何通过具体的相关说明促进与化学领域相关的介绍性教学解释的学习？

基本信息

批准号：
273342381
负责人：
Professor Dr. Julian Roelle
金额：
--
依托单位：
Institut für Erziehungswissenschaft
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2015
资助国家：
德国
起止时间：
2014-12-31 至 2015-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/273342381?language=en
关键词：
How foster learning introductory instructional

项目摘要

The provision of instructional explanations is a frequently used means to introduce learners to new content. Introductory instructional explanations typically begin with a basics-part in which new content is explained in an abstract form, followed by an example-part that gives examples in which the abstract content is applied. However, empirical studies show that learners regularly process such introductory explanations insufficiently and, as a consequence, often fail to exploit their full potential. A promising means to foster critical (relevant) learning processes is the provision of specific relevance instructions. Specifically, recent studies show that both specific relevance instructions that require learners to relate the examples to the abstract basic content and basics-focusing specific relevance instructions that tell learners to elaborate on the abstract basic content without referring to the examples can foster learning outcomes. Up to now, however, the effects of these two types of specific relevance instructions have only been explored in separate studies that used different types of learning outcomes measures. Therefore, it is an open question as to whether basics-focusing specific relevance instructions and specific relevance instructions designed to elicit example-basics relations have differential effects. Furthermore, it is unclear whether these two types of specific relevance instructions should be combined over the course of fostering learning from introductory explanations. Regarding this question, recent findings point to the conflicting hypotheses that (a) basics-focusing specific relevance instructions might foster the effectiveness of subsequent specific relevance instructions designed to elicit example-basics relations or that (b) basics-focusing specific relevance instructions are redundant if learners are subsequently instructed to relate the examples to the abstract basic content. Against the background of recent findings that highlight the use of retrieval-based learning, a further open question is whether specific relevance instructions designed to elicit example-basics relations are more effective if learners have to respond to them without being able to refer back to the basics-part and thus are reliant on retrieval processes. In recent works it was hypothesized that eliciting of learning processes in a retrieval mode would be generally superior. In contrast, we argue that the effects of eliciting example-basics relations in a retrieval mode depend on whether learners have previously responded to basics-focusing specific relevance instructions. We propose two related experiments designed to address these open questions in the context of learning from introductory instructional explanations relating to the domain of chemistry.

提供教学解释是向学习者介绍新内容的常用手段。介绍性教学解释通常开始以基本部分开始，其中以抽象形式解释新内容，然后是示例部分，给出应用抽象内容的示例。然而，实证研究表明，学习者经常处理这些介绍性的解释不够，因此，往往无法充分利用其潜力。促进批判性（相关性）学习过程的一个有希望的手段是提供具体的相关性指导。具体而言，最近的研究表明，无论是具体的关联指令，要求学习者的例子，抽象的基本内容和基本聚焦具体的关联指令，告诉学习者阐述抽象的基本内容，而不参考的例子可以促进学习成果。然而，到目前为止，这两种类型的具体相关性指令的影响，只有在单独的研究中，使用不同类型的学习成果的措施进行了探讨。因此，这是一个悬而未决的问题，是否基本聚焦特定关联指令和特定的关联指令设计，以引起例子的基本关系有不同的效果。此外，目前还不清楚这两种类型的具体相关性的指令是否应该结合在促进学习的过程中，从介绍性的解释。关于这个问题，最近的研究结果指出了相互矛盾的假设，即（a）基本关注的具体关联指令可能会促进后续的具体关联指令的有效性，旨在引出示例-基本关系或（B）基本关注的具体关联指令是多余的，如果学习者随后被指示将示例与抽象的基本内容相关联。根据最近的研究结果，强调使用检索为基础的学习的背景下，一个进一步的开放的问题是，是否具体的相关性指示，旨在引出的例子，基础知识的关系是更有效的，如果学习者不得不回应他们，而不能够指回的基础部分，从而依赖于检索过程。在最近的研究中，人们假设在提取模式中引发学习过程通常是上级的。与此相反，我们认为，在检索模式中引出的例子，基本关系的影响取决于学习者是否以前作出反应的基本重点具体的相关性指示。我们提出了两个相关的实验，旨在解决这些开放性问题的背景下，从介绍性的教学解释有关的化学领域的学习。