Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps

Journal of Educational Psychology

Volumn 95, Issue 4, 2003, Pages 774-783

  Atkinson, Robert K ^c   Renkl, Alexander ^a   Merrill, Mary Margaret ^b  

^a UNIVERSITY OF FREIBURG   (Germany)

^b LOUISIANA STATE UNIVERSITY   (United States)

^c ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344719480     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.95.4.774     Document Type: Article

References (23)

1. Aleven, V. A., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147-179.
2. Anderson, J. R., Fincham, J. M., & Douglass, S. (1997). The role of examples and rules in the acquisition of a cognitive skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 932-945.
3. Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181-214.
4. Catrambone, R. (1996). Generalizing solution procedures learned from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 1020-1031.
5. Catrambone, R. (1998). The subgoal learning model: Creating better examples so that students can solve novel problems. Journal of Experimental Psychology: General, 127, 355-376.
6. Chi, M. T. H (2000). Self-explaining expository texts: The dual process of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology: Educational design and cognitive science (pp. 161-238). Mahwah, NJ: Erlbaum.
7. 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.
8. Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 453-494). Hillsdale, NJ: Erlbaum.
9. Conati, C., & VanLehn, K. (1999). Teaching meta-cognitive skills: Implementation and evaluation of a tutoring system to guide self-explanation while learning from examples. In S. P. Lajoie & M. Vivet (Eds.), Proceedings of AIED '99, 9th World Conference of Artificial Intelligence and Education (pp. 297-304). Le Man, France: IOS Press.
10. Conati, C., & VanLehn, K. (2000). Toward computer-based support of meta-cognitive skills: A computational framework to coach self-explanation. International Journal of Artificial Intelligence in Education, 11, 398-415.
11. Hausmann, R. G. M., & Chi, M. T. H. (2002). Can a computer interface support self-explaining? Cognitive Technology, 7(1), 4-14.
12. Macromedia. (1997). Director 6.0 [Computer software]. San Francisco: Author.
13. Pirolli, P., & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition and Instruction, 12, 235-275.
14. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29.
15. Renkl, A., Atkinson, R. K., & Maier, U. H. (2000). From studying examples to solving problems: Fading worked-out solution steps helps learning. In L. Gleitman & A. K. Joshi (Eds.), Proceeding of the 22nd Annual Conference of the Cognitive Science Society (pp. 393-398). Mahwah, NJ: Erlbaum.
16. Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example study to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293-315.
17. 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.
18. Schworm, S., & Renkl, A. (2002). Learning by solved example problems: Instructional explanations reduce self-explanation activity. In W. D. Gray & C. D. Schunn (Eds.), Proceeding of the 24th Annual Conference of the Cognitive Science Society (pp. 816-821). Mahwah, NJ: Erlbaum.
19. Stark, R. (1999). 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]. Bern, Germany: Huber.
20. 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.
21. Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
22. Trafton, J. G., & Reiser, B. J. (1993). The contributions of studying examples and solving problems to skill acquisition. In M. Polson (Ed.), Proceedings of the 15th Annual Conference of the Cognitive Science Society (pp. 1017-1022). Hillsdale, NJ: Erlbaum.
23. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.