Classifying Examples Is More Effective for Learning Relational Categories than Reading or Generating Examples

Autor/inn/en	Steininger, Tim M.; Wittwer, Jörg; Voss, Thamar
Titel	Classifying Examples Is More Effective for Learning Relational Categories than Reading or Generating Examples
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 50 (2022) 5, S.771-788 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steininger, Tim M.) ORCID (Wittwer, Jörg) ORCID (Voss, Thamar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-022-09584-7
Schlagwörter	Student Teachers; Learning Processes; Lesson Plans; Reading; Knowledge Level; Teaching Methods; Student Teaching; Classification + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Learning process; Lernprozess; Lesson planning; Unterrichtsplanung; Leseprozess; Lesen; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Classification system; Klassifikation; Klassifikationssystem
Abstract	Successful teaching requires that student teachers acquire a conceptual understanding of teaching practices. A promising way to promote such a conceptual understanding is to provide student teachers with examples. We conducted a 3 (between-subjects factor "example format": reading, generation, classification) x 4 (within-subjects factor "type of knowledge": facts, concepts, principles, procedures) experiment with N = 83 student teachers to examine how different formats of learning with examples influence the acquisition of relational categories in the context of lesson planning. Classifying provided examples was more effective for conceptual learning than reading provided examples or generating new examples. At the same time, reading provided examples or generating new examples made no difference in conceptual learning. However, generating new examples resulted in overly optimistic judgments of conceptual learning whereas reading provided examples or classifying provided examples led to rather accurate judgments of conceptual learning. Regardless of example format, more complex categories were more difficult to learn than less complex categories. The findings indicate that classifying provided examples is an effective form of conceptual learning. Generating examples, however, might be detrimental to learning in early phases of concept acquisition. In addition, learning with examples should be adapted to the complexity of the covered categories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01