Learning mathematics from worked-out examples: Analyzing and fostering self-explanations

European Journal of Psychology of Education

Volumn 14, Issue 4, 1999, Pages 477-488

  Renkl, Alexander ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033236953     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/BF03172974     Document Type: Article

References (35)

1. Alexander, P.A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. Advances in Motivation and Achievement, 10, 213-250.
2. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning, and instruction (pp. 361-392). Hillsdale, NJ: Erlbaum.
3. Bielaczyk, K., Pirolli, P., & Brown, A.L. (1995). Training in self-explanation and self-regulation strategies: Investigating the effects of knowledge acquisition activities on problem solving. Cognition and Instruction, 13, 221-252.
4. Brown, A.L., & Kane, M.J. (1988). Preschool children can learn to transfer: Learning to learn and learning from examples. Cognitive Psychology, 20, 493-523.
5. Chi, M.T.H., Bassok, M., Lewis, M.W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145-182.
6. Chi, M.T.H., DeLeeuw, N., Chiu, M.H., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.
7. Dweck, C.S., & Leggett, G.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
8. Ericsson, K.A., & Simon, H.A. (1993). Protocol analysis. Verbal reports as data (Revised edition). Cambridge, MA: MIT Press.
9. Friedrich, H.F., & Mandl, H. (1992). Lern-und Denkstrategien - ein Problemaufriß [Learning and thinking strategies -an introduction to the topic]. In H. Mandl & H.F. Friedrich (Eds.), Lern-und Denkstrategien: Analyse und Intervention (pp. 3-54). Göttingen: Hogrefe.
10. Hiebert, J. (Ed.). (1986). Conceptual and procedural knowledge: The case of mathematics. Hillsdale, NJ: Erlbaum.
11. Lovett, M.C. (1992). Learning by problem solving versus by examples: The benefits of generating and receiving information. In Proceedings of the Fourteenth Annual Conference of the Cognitive Science 1992 (pp. 956-961). Hillsdale, NJ: Erlbaum.
12. Neber, H. (1995). Explanations in problem-oriented cooperative learning. In R. Olechowski & G. Khan-Svik (Eds.), Experimental research on teaching and learning (pp. 158-166). Frankfurt/Main: Lang.
13. Neuman, Y., & Schwarz, B. (1998). Is self-explanation while solving problems helpful? The case of analogical problem solving. British Journal of Educational Psychology, 68, 15-24.
14. Pirolli, P., & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition and Instruction, 12, 235-275.
15. Reimann, P. (1997). Lernprozesse beim Wissenserwerb aus Beispielen: Analyse, Modellierung, Förderung [Learning process in knowledge acquisition from examples. Analysis, modeling, enhancement]. Bern. CH: Huber.
16. Renkl, A. (1995). Learning for later teaching: An exploration of mediational links between teaching expectancy and learning results. Learning and Instruction, 5, 21-36.
17. Renkl, A. (1996). Lernen durch Erklären - Oder besser doch durch Zuhören? [Learning by explaining, or better, by listening?]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 28, 148-168.
18. Renkl, A. (1997a, March). Learning by explaining, or better, by listening? Paper presented at the Annual Meeting of the American Educational Research Association in Chicago.
19. Renkl, A. (1997b). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
20. Renkl, A. (1997c). Lernen durch Erklären: Was, wenn Rückfragen gestellt werden? [Learning by explaining: What if questions were asked?]. Zeitschrift für Pädagogische Psychologie, 11, 41-51.
21. Renkl, A. (1997d). Lernen durch Lehren. Zentrale Wirkmechanismen beim kooperativen Lernen [Learning by teaching. Central mechanisms of cooperative learning]. Wiesbaden: DUV.
22. Renkl, A. (1998, April). Learning by explaining in cooperative arrangements: What if questions were asked? Paper presented at the Annual Meeting of the American Educational Research Association in San Diego, California.
23. Renkl, A., & Helmke, A. (1992). Discriminant effects of performance-oriented and structure-oriented mathematics tasks on achievement growth. Contemporary Educational Psychology, 17, 47-55.
24. Renkl, A., Mandl, H., & Gruber, H. (1996). Inert knowledge: Analyses and remedies. Educational Researcher, 31, 115-121.
25. Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90-108.
26. Renkl, A., Stark, R., Gruber, H., & Mandl, H. (in press). Förderung des Wissenstransfers im Bereich des kaufmännischen Rechnens durch Anleitung zur Selbsterklärung und multiple Beispiele [Fostering knowledge transfer in the domain of commercial arithmetic by training self-explanations and employing multiple examples]. In L.-M. Alisch (Ed.), Externale und internale Beschreibungen. Anwendungen empirisch-pädagogischer Forschungsmethodik. Münster: Waxmann.
27. Stark, R. (1998). Lernen mit Lösungsbeispielen. Der Einfluß unvollständiger Lösungsschritte auf Beispielelaboration. Motivation und Lernerfolg [Learning by worked-out examples. The impact of incomplete solution steps on example elaboration, motivation, and learning outcomes]. Unpublished dissertation. University of Munich, Germany.
28. Stark, R., Graf, M., Renkl, A., Gruber, H., & Mandl, H. (1995). Förderung von Handlungskompetenz durch geleitetes Problemlösen und multiple Lernkontexte [Fostering action competence through guided problem-solving and multiple learning contexts]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 27, 289-312.
29. Steiner, G.F., & Stoecklin, M. (1997). Fraction calculation - A didactic approach to constructing mathematical networks. Learning and Instruction, 7, 211-233.
30. Sweller, J. (1994). Cognitive load, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
31. Sweller, J., & Cooper, G.A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59-89.
32. VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47, 513-539.
33. Webb, N.M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
34. Webb, N.M. (1992). Testing a theoretical model of student interaction and learning in small groups. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups. The theoretical anatomy of group learning (pp. 102-119). Cambridge, UK: Cambridge University Press.
35. Zhu, X., & Simon, H.A. (1987). Learning mathematics from examples and by doing. Cognition an Instruction, 4, 137-166.