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|Title:||Bridging Principles and Examples through Analogy and Explanation|
|Publisher:||International Society of the Learning Sciences, Inc.|
|Citation:||Nokes, T. & VanLehn, K. (2008). Bridging Principles and Examples through Analogy and Explanation. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 100-102). Utrecht, The Netherlands: International Society of the Learning Sciences.|
|Abstract:||Previous research in cognitive science has shown that analogical comparison and self-explanation are two powerful learning activities that can improve conceptual learning in laboratory settings. The current work examines whether these results generalize to students learning physics in a classroom setting. Students were randomly assigned to one of three worked example learning conditions (reading, self-explanation, or analogical comparison) and then took a test assessing conceptual understanding and problem solving transfer. Students in the self-explanation and analogy conditions showed improved conceptual understanding compared to students in the more traditional worked example condition.|
|Appears in Collections:||ICLS 2008|
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