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Full-Text Articles in Education
The Effects Of Generative Strategies In Instructional Simulations On Learning, Cognitive Load, And Calibration Accuracy, Jennifer R. Morrison
The Effects Of Generative Strategies In Instructional Simulations On Learning, Cognitive Load, And Calibration Accuracy, Jennifer R. Morrison
STEMPS Theses & Dissertations
Instructional simulations can provide a powerful medium for learners to interact with a model representing underlying principles of content or phenomena. While a promising medium for developing a learner's own mental model, reviews of simulation learning have revealed less than promising results (Bangert-Drowns, Kulik, & Kulik, 1985; Kulik & Kulik, 1991), perhaps due to the lack of instructional supports inherent with a discovery-based approach. This study examined the use of generative strategies as an instructional support to promote learning from a physics simulation. Generative strategies, originally proposed by Wittrock (1974, 1989), strengthen understanding by prompting learners to create meaning between …
Worked Examples In Teaching Queries For Searching Academic Databases, Mary Kickham-Samy
Worked Examples In Teaching Queries For Searching Academic Databases, Mary Kickham-Samy
STEMPS Theses & Dissertations
The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance …