Journal ArticleDOI
The Effect of Instructional Explanations on Learning From Scientific Texts
TLDR
This paper explored the influence of offering different instructions to undergraduate students prior to their learning an expository text on evolutionary biology and found that participants were asked to either explain, summarize, or listen to another's explanation or summary of Darwin's theory of evolution through natural selection.Abstract:
This study explored the influence of offering different instructions to undergraduate students prior to their learning an expository text on evolutionary biology. Participants were asked to either explain, summarize, or listen to another's explanation or summary of Darwin's theory of evolution through natural selection. Three conditions were compared: In Condition 1, students were told to study the text because they were going to teach the contents of the text to their partner by either explaining or summarizing (these are referred to as the teach through explanation or summary conditions). In Condition 2, 2 different groups of participants were told to study the identical material on evolution and either explain or summarize the contents of the text aloud to the experimenter following the study period. However, they were only told to do so after they were finished studying for themselves. These are referred to as the explain or summarize to self conditions. In Condition 3, 2 different groups did not read...read more
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Book ChapterDOI
Knowledge Building: Theory, Pedagogy, and Technology
Abstract: There are substantial similarities between deep learning and the processes by which knowledge advances in the disciplines. During the 1960s efforts to exploit these similarities gave rise to learning by discovery, guided discovery, inquiry learning, and Science: A Process Approach (American Association for the Advancement of Science, 1967). Since these initial reform efforts, scholars have learned a great deal about how knowledge advances. A mere listing of keywords suggests the significance and diversity of ideas that have come to prominence since the 1960s: approaches have changed in response to some of these developments; there is a greater emphasis on collaborative rather than individual inquiry, the tentative nature of empirical laws is more often noted, and argumentation has become an important part of some approaches. But the new " knowledge of knowledge " has much larger educational implications: Ours is a knowledge-creating civilization. A growing number of " knowledge societies " (Stehr, 1994), are joined in a deliberate effort to advance all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. From this standpoint the fundamental task of education is to enculturate youth into this knowledge-creating civilization and to help them find a place in it. In light of this challenge, both traditional education, with its emphasis on knowledge transmission, and the newer constructivist methods, appear as limited in scope if not entirely missing the point. Knowledge building, as elaborated in this chapter, represents an attempt to refashion education in a fundamental way, so that it becomes a coherent effort to initiate students into a knowledge creating culture. Accordingly, it involves students not only
Journal ArticleDOI
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes.
Michelene T. H. Chi,Ruth Wylie +1 more
TL;DR: The ICAP hypothesis as discussed by the authors predicts that as students become more engaged with the learning materials, from passive to active to constructive to interactive, their learning will increase and suggest possible knowledge-change processes that support the hypothesis.
Journal ArticleDOI
Active‐Constructive‐Interactive: A Conceptual Framework for Differentiating Learning Activities
TL;DR: A framework is provided here that offers a way to differentiate active, constructive, and interactive in terms of observable overt activities and underlying learning processes and generates a testable hypothesis for learning.
Journal ArticleDOI
Does Discovery-Based Instruction Enhance Learning?.
TL;DR: The authors conducted a meta-analysis on the effects of unassisted discovery learning versus explicit instruction and found that outcomes were favorable for enhanced discovery when compared with other forms of instruction (d 0.30, 95% CI [ −.23,.36]).
Journal ArticleDOI
Why Peer Discussion Improves Student Performance on In-Class Concept Questions
Michelle K. Smith,William B. Wood,Wendy Adams,Carl E. Wieman,Carl E. Wieman,Jennifer K. Knight,Nancy Guild,Tin Tin Su +7 more
TL;DR: It is shown that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer, when students answer individually and then revote on the same question.
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Journal ArticleDOI
Strategies of Discourse Comprehension
Book
Strategies of discourse comprehension
Teun A. van Dijk,Walter Kintsch +1 more
TL;DR: In this article, the authors define a set of rhetorical schemata to be discussed in what follows, and describe them as descriptions, not definitions, and the bus schema contains information that is neither nor-
Journal ArticleDOI
Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
BookDOI
The Nature of Expertise
TL;DR: This chapter discusses Expertise on the Bench: Modeling Magistrates' Judicial Decision-Making and Expertise in a Complex Skill: Diagnosing X-Ray Pictures, and examines the relationship between Comprehension and Reasoning in Medical Expertise.
Journal ArticleDOI
Contextual prerequisites for understanding: Some investigations of comprehension and recall
TL;DR: This article showed that relevant contextual knowledge is a prerequisite for comprehending prose passages and showed that providing Ss with the same information subsequent to the passages produced much lower comprehension ratings and recall scores.