Fading worked-out solution steps helps learning by fostering self-explanations

淡化已制定的解决方案步骤通过促进自我解释来帮助学习

• 批准号: 5350879
• 负责人: Professor Dr. Alexander Renkl
• 金额: --
• 依托单位: Abteilung Pädagogische Psychologie und Entwicklungspsychologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2001
• 资助国家: 德国
• 起止时间: 2000-12-31 至 2002-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/5350879?language=en
• 关键词: Fading; worked; out; solution; steps

The goal of the proposed project is to directly examine the positive learning gains associated with using a fading procedure to structure the transition from example study in early phases of cognitive skill acquisition to problem solving in later phases. More specifically, we intend to show the effects of fading on problems of different transfer distance and to test to what extent fading effects are mediated by reducing errors during learning and by self-explanation activities. For this purpose, we will compare the conditions "fading" and "example-problem pairs" with respect to learning outcomes and with regard to learning processes, that is, error reduction and self-explanations (Experiment 1). In addition, hypotheses about the effects of different sequences of fading out solution steps will be tested (Experiment 2). The proposed project will deepen our theoretical unterstanding of cognitive skill acquisition and will provide fruitful guidance for the design of learning environments.

拟议项目的目标是直接检查与使用褪色程序相关的积极学习收益，以构建从认知技能获取的早期阶段的示例研究到后期阶段的问题解决的过渡。更具体地说，我们打算展示衰落对不同传输距离问题的影响，并测试通过减少学习过程中的错误和自我解释活动在多大程度上介导衰落效应。为此，我们将在学习结果和学习过程方面比较“褪色”和“示例-问题对”条件，即错误减少和自我解释（实验1）。此外，还将测试有关不同淡出解决方案步骤顺序的影响的假设（实验 2）。拟议的项目将加深我们对认知技能习得的理论理解，并将为学习环境的设计提供富有成效的指导。