Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Berthold K, Eysink THS, Renkl A (2009)
Instructional Science 37(4): 345-363.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Berthold, KirstenUniBi; Eysink, Tessa H. S.; Renkl, Alexander
Abstract / Bemerkung
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the different representations. Thus, it is necessary to support the learners’ self-explanation activity, which concerns the integration and understanding of multiple representations. In the present experiment, we employed multi-representational worked-out examples and tested the effects of two types of self-explanation prompts as help procedures for integrating and understanding multiple representations. The participants (N = 62) learned about probability theory under three conditions: (a) open self-explanation prompts, (b) self-explanation prompts in an assistance-giving-assistance-withholding procedure (assisting self-explanation prompts), or (c) no prompts (control group). Both types of self-explanation prompts fostered procedural knowledge. This effect was mediated by self-explanations directed to domain principles. Conceptual knowledge was particularly fostered by assisting self-explanation prompts which was mediated by self-explanations on the rationale of a principle. Thus, for enhancing high-quality self-explanations and both procedural knowledge and conceptual understanding, we conclude that assisting self-explanation prompts should be provided. We call this the assisting self-explanation prompt effect which refers to the elicitation of high-quality self-explanations and the acquisition of deep understanding.
Stichworte
Open self-explanation prompts; Mathematics learning; Self-explanations; Assisting self-explanation prompts; Multiple representations
Erscheinungsjahr
2009
Zeitschriftentitel
Instructional Science
Band
37
Ausgabe
4
Seite(n)
345-363
ISSN
0020-4277
eISSN
1573-1952
Page URI
https://pub.uni-bielefeld.de/record/1989090

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Berthold K, Eysink THS, Renkl A. Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science. 2009;37(4):345-363.
Berthold, K., Eysink, T. H. S., & Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), 345-363. https://doi.org/10.1007/s11251-008-9051-z
Berthold, K., Eysink, T. H. S., and Renkl, A. (2009). Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science 37, 345-363.
Berthold, K., Eysink, T.H.S., & Renkl, A., 2009. Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science, 37(4), p 345-363.
K. Berthold, T.H.S. Eysink, and A. Renkl, “Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations”, Instructional Science, vol. 37, 2009, pp. 345-363.
Berthold, K., Eysink, T.H.S., Renkl, A.: Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science. 37, 345-363 (2009).
Berthold, Kirsten, Eysink, Tessa H. S., and Renkl, Alexander. “Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations”. Instructional Science 37.4 (2009): 345-363.

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