Fostering active processing of instructional explanations of learners with high and low prior knowledge

European Journal of Psychology of Education

Volumn 26, Issue 4, 2011, Pages 435-452

  Acuña, Santiago R ^a   Rodicio, Héctor García ^b   Sánchez, Emilio ^b  

^a UAEM Morelos State University   (Mexico)

^b UNIVERSITY OF CANTABRIA   (Spain)

Author keywords

Instructional explanations; Mental model repair view; Misunderstandings; Prior knowledge

Indexed keywords

EID: 84857064318     PISSN: 02562928     EISSN: 18785174     Source Type: Journal    
DOI: 10.1007/s10212-010-0049-y     Document Type: Article

References (37)

1. Campbell, J., & Mayer, R. E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23, 747-759. doi:10.1002/acp.1513.
2. Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161-238). Mahwah: Lawrence Erbaum Associates.
3. Chi, M. T. H., Siler, S., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471-533.
4. Chi, M. T. H., Siler, S. A., & Jeong, H. (2004). Can tutors monitor students' understanding accurately? Cognition and Instruction, 22, 363-387. (Pubitemid 39203189)
5. Coté, N., Goldman, S. R., & Saul, E. U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53. (Pubitemid 128752417)
6. deLeeuw, D., & Chi, M. T. H. (2002). Self-explanation: Enriching a situation model or repairing a domain model. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 55-78). Mahwah: Lawrence Erlbaum.
7. Diakidoy, I. N., Kendeou, P., & Ioannides, C. (2003). Reading about energy: The effects of text structure in science learning and conceptual change. Contemporary Educational Psychology, 28, 335-356. (Pubitemid 36802652)
8. Dochy, F., Segers, M., & Buehl, M. M. (1999). The relation between assessment practices and outcomes of studies: The case of research on prior knowledge. Review of Educational Research, 69, 145-186.
9. Driscoll, D., Craig, S. D., Gholson, B., Ventura, M., Hu, X., & Graesser, A. C. (2003). Vicarious learning: Effects of overhearing dialog and monolog-like discourse in a virtual tutoring session. Journal of Educational Computing Research, 29, 431-450. (Pubitemid 38845522)
10. Dunlosky, J., & Lipko, A. (2007). Metacomprehension: A brief history and how to improve its accuracy. Current Directions in Psychological Science, 16, 228-232.
11. Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar to modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104-121. (Pubitemid 43609145)
12. Gobert, J. (2000). A typology of models for plate tectonics: Inferential power and barriers to understanding. International Journal of Science Education, 22(9), 937-977.
13. Grosse, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16, 122-138. (Pubitemid 43639659)
14. Hacker, D. J. (1998). Self-regulated comprehension during normal reading. In D. J. Hacker, A. C. Graesser, & J. Dunlosky (Eds.), Metacognition in educational theory and practice (pp. 165-191). Mahwah: Lawrence Erlbaum.
15. Kendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35, 1567-1577. (Pubitemid 350106122)
16. Kintsch, W. (1994). Text comprehension, memory and learning. The American Psychologist, 49, 294-303.
17. Kintsch, W., & Kintsch, E. (1995). Strategies to promote active learning from text: Individual differences in background knowledge. Swiss Journal of Psychology, 54, 141-151.
18. Leinhardt, G. (1997). Instructional explanations in history. International Journal of Educational Research, 27, 221-232. (Pubitemid 41167917)
19. Leinhardt, G., & Steele, M. D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23, 87-163. (Pubitemid 40273030)
20. Lorch, R. F., Lorch, E. P., & Inman, W. E. (1993). Effects of signaling topic structure on text recall. Journal of Educational Psychology, 85, 281-290.
21. Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. New York: Cambridge University Press.
22. McNamara, D. S., & Kintsch, W. (1996). Learning from text: Effects of prior knowledge and text coherence. Discourse Processes, 22, 247-288.
23. Mikkilä-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11, 241-257. (Pubitemid 33623872)
24. Moreno, K., & Durán, R. (2004). Do multiple representations need explanations? The role of verbal guidance and individual differences in multimedia mathematics learning. Journal of Educational Psychology, 96, 492-503. (Pubitemid 39216567)
25. Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science, 32, 99-113. (Pubitemid 39045932)
26. Nückles, M., Wittwer, J., & Renkl, A. (2005). Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons. Journal of Experimental Psychology. Applied, 11, 219-236. (Pubitemid 43089582)
27. Otero, J. (2002). Noticing and fixing difficulties in understanding science texts. In J. Otero, J. A. León, & A. C. Graesser (Eds.), The psychology of science text comprehension (pp. 281-307). Mahwah: Lawrence Erlbaum.
28. Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38, 1-4. (Pubitemid 36399998)
29. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1-29. (Pubitemid 127165906)
30. Renkl, A. (2002). Learning from worked-out examples: Instructional explanations supplement selfexplanations. Learning and Instruction, 12, 529-556.
31. Sánchez, E., García Rodicio, H., & Acuña, S. R. (2009). Are instructional explanations more effective in the context of an impasse? Instructional Science, 37, 537-563.
32. Sweller, J., van Merriënboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
33. VanLehn, K., Siler, S., Murray, C., Yamauchi, T., & Baggett, W. B. (2003). Why do only some events cause learning during human tutoring? Cognition and Instruction, 21, 209-249. (Pubitemid 37083841)
34. Vidal-Abarca, E., Martínez, G., & Gilabert, R. (2000). Two procedures to improve instructional text: Effects on memory and learning. Journal of Educational Psychology, 92, 1-10.
35. Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43, 49-64.
36. Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review. doi:10.1007/s10648-010-9136-5
37. Wittwer, J., Nückles, M., Landmann, N., & Renkl, A. (2010). Can tutors be supported in giving effective explanations? Journal of Educational Psychology, 102, 74-89.