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The concept of mind

https://www.public.asu.edu/~mtchi/papers/Self-explanations94.pdf

Eliciting Self‐Explanations Improves Understanding

Worked examples are instructional devices that provide an expert's problem solution for a learner to study. Worked-examples research is a cognitive-experimental program that has relevance to classroom instruction and the broader educational research community. A frame- work for organizing the findings of this research is proposed, leading to instructional design principles. For instance, one instructional design principle suggests that effective examples have highly integrated components. They employ multiple modalities in presentation and emphasize conceptual structure by labeling or segmenting. At the lesson level, effective instruction employs multiple examples for each conceptual problem type, varies example formats within problem type, and employs surface features to signal deep structure. Also, examples should be presented in close proximity to matched practice problems. More- over, learners can be encouraged through direct training or by the structure of the worked example to actively self:explain ...

https://www.jstor.org/stable/pdfplus/1170661.pdf

Learning from Examples: Instructional Principles from the Worked Examples Research:

https://onlinelibrary.wiley.com/doi/pdf/10.1207/s15516709cog2101_1

Learning from Worked‐Out Examples: A Study on Individual Differences

ages understand and what they struggle to learn, and examine how instruction influences children's acquisition of both concepts and procedures. The purpose of the present study was to explore the relations between conceptual and procedural knowledge in children learning the principle that the two sides of an equation represent the same quantity. Specifically, the study investigated how instruction about the concept of mathematical equivalence influences children's problem-solving procedures and how instruction about a problem-solving procedure influences children's conceptual understanding of equivalence. In addressing these issues, we also identified what aspects of equivalence fourth- and fifth-grade students understand, what aspects they do not understand but can easily learn, and what aspects they have difficulty learning.

Conceptual and procedural knowledge of mathematics: Does one lead to the other?

We report two studies involving an intelligent tutoring system for Lisp (the Camegie Mellon University Lisp Tutor). In Experiment 1, we developed a model, based on production system theories of transfer and analogical problem solving, that accounts for effects of instructional examples, the transfer of cognitive skills across programming problems, and practice effects. In Experiment 2, we analyzed protocols collected from subjects as they processed instructional texts and examples before working with the Lisp Tutor and protocols collected after subjects solved each programming problem. The results suggest that the acquisition of cognitive skills is facilitated by high degrees of metacognition, which includes higher degrees of monitoring states of knowledge, more self-generated explanation goals and strategies, and greater attention to the instructional structure. Improvement in skill acquisition is also strongly related to the generation of explanations connecting the example material to the abstract term...

Learning Strategies and Transfer in the Domain of Programming

This paper discusses the design and evaluation of a hypertext-based environment that presents instructional material on programming in Lisp. The design of the environment was motivated by results from studies investigating students' strategies for knowledge acquisition. The effectiveness of the design was evaluated by conducting a study that contrasted how subjects used and learned from the instructional environment compared to subjects using more standard, structured, linear instruction. The results showed an interesting ability by environment interaction: the higher ability subjects using the hypertext environment improved and made significantly less errors when programming new concepts while the lower ability subjects did not improve and made more errors. Meanwhile, subjects using the control environment did not show this ability-based difference. These results have implications for the design of intelligent tutoring systems. They affect decisions involving the amount of learner control that is provided to students and the way student models are constructed.

Student Strategies for Learning Programming from a Computational Environment

/pdf/a-model-of-self-explanation-strategies-of-instructional-text-53jr2490at.pdf

Margaret M. Recker

Papers

Learning Strategies and Transfer in the Domain of Programming

Student Strategies for Learning Programming from a Computational Environment

A Model of Self-Explanation Strategies of Instructional Text and Examples in the Acquisition of Programming Skills.