Learning Scientific Explanations by Means of Worked Examples – Promoting Psychology Students’ Explanation Competence

Klopp, Eric; Stark, Robin

doi:10.1177/1475725718757171

Cited by 12 publications

(26 citation statements)

References 30 publications

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“…Thus, this type of instructional element might help pre-service teachers to more easily represent scientific knowledge cognitively and therefore to more adequately apply it to technology-enhanced teaching situations. In the context of evidence-based reasoning, first evidence from Klopp and Stark (2018) indicates that learning from worked examples might enhance pre-service teachers' knowledge about relevant processes (form quality) and the adequate use of scientific knowledge (content quality) when reasoning about technology-enhanced teaching situations. We therefore decided to implement and investigate the effectiveness of these two instructional approaches in the context of TPACK-PV development.…”

Section: Fostering Pre-service Teachers' Tpack-pvmentioning

confidence: 99%

“…physics: van Gog et al, 2006;design: Rourke & Sweller, 2009), as illustrated in the positive effect on students' learning outcome determined in a meta-analysis by Crissman (2006). In addition, in the context of evidence-based reasoning, Klopp and Stark (2018) found that studying worked examples compared to studying non-relevant texts increased pre-service teachers' knowledge about the formal quality and the quality of pre-service teachers' explanations in terms of content quality.…”

Section: Learning From Worked Examples As a Means To Foster Form And ...mentioning

confidence: 99%

“…Hypothesis 1b based on the prognostic drawing effect (Scheiter et al, 2017;Schmeck et al, 2014;Schwamborn et al, 2010) that hints at the quality of visualizations as an important factor to influence learning outcome positively. The two hypotheses were based on research on the worked example effect (Sweller et al, 1998;Sweller et al, 2019) and on results of Klopp and Stark (2018) that pointed to the positive effects of learning from worked examples on formal and content quality. average in their 4 th to 5 th semester (M = 4.62, SD = 1.55).…”

Section: H1: Effects Of Mapping and Quality Of Maps On Pk And Content...mentioning

confidence: 99%

See 2 more Smart Citations

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

Wekerle

Kollar

2021

Computers in Human Behavior

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Section: Fostering Pre-service Teachers' Tpack-pvmentioning

confidence: 99%

Section: Learning From Worked Examples As a Means To Foster Form And ...mentioning

confidence: 99%

Section: H1: Effects Of Mapping and Quality Of Maps On Pk And Content...mentioning

confidence: 99%

See 1 more Smart Citation

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

Wekerle

Kollar

2021

Computers in Human Behavior

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“…In this contribution, the learning-domain represents knowledge about argumentation errors whereas the exemplifying-domain represents knowledge about the content that is used to demonstrate the errors. Doublecontent examples have been successfully used in research on fostering argumentation competence (e.g., Schworm and Renkl, 2007;Hefter et al, 2014;Klopp and Stark, 2018).…”

Section: Fostering Argumentation Competence Through Learning From Advmentioning

confidence: 99%

Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors

Klopp

Stark

2020

Front. Educ.

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Argumentation competence is an essential skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focus on examplebased learning. Another approach is learning from advocatory errors. The combination of both approaches is presenting examples of erroneous arguments. Drawing on the concept of case-based learning, we developed a learning intervention that presents examples of argumentation errors in story-based designs, i.e., the erroneous examples are embedded in a story featuring the argumentation between two persons in an authentic setting. In this contribution, we report the results of two studies. In a first study, we compared an experimental condition receiving a story-based learning intervention with a control condition without a learning intervention. We found that learning from advocatory errors in a story-based design fosters students' argumentation competence. In a second study, we compared two forms of instructional support (elaboration vs. testing prompts) against a control condition without instructional support. There was a significant increase in argumentation competence in both conditions with instructional support but not in the control condition. The results also support the cautious conclusion that elaboration prompts seem to be more effective than testing prompts. Overall, the results from both studies indicate that the story-based design is apt to foster students' argumentation competence. We also considered the impact of prior argumentation competence and found in both studies that the present level of argumentation competence is a factor determining the argumentation competence after learning.

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Section: Fostering Argumentation Competence Through Learning From Advmentioning

confidence: 99%

Learning to argue from others' erroneous arguments - Fostering argumentation competence through learning from advocatory errors

Klopp¹,

Stark²

2020

Preprint

Self Cite

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Argumentation competence is a major skill to be acquired in university education. However, there is a lack of advanced argumentation competence even for graduate students. To foster argumentation competence, typical interventions focus on example-based learning. Another approach is learning from advocatory errors. The combination of both approaches is presenting examples of erroneous arguments. Drawing on the concept of case-based learning, we developed a learning intervention that presents examples of argumentation errors in a story-based designs, i.e., the erroneous examples are embedded in a story featuring the argumentation between two persons in an authentic setting. In this contribution, we report results of two studies. In a pilot study, we compared an experimental condition receiving a story-based learning intervention with a control condition without a learning intervention. W found that learning from advocatory errors in a story-based design indeed fosters students’ argumentation competence. In a main study, we compared two forms of instructional support (elaboration vs. testing prompts) against a control condition without instructional support. There was a significant increase of argumentation competence in both conditions with instructional support but not in the control condition. The results also support the cautious conclusion that elaboration prompts seem to be more effective than testing prompts. Overall, the results from both studies indicate that the story-based design is apt to foster students’ argumentation competence. We also considered the impact of prior argumentation competence and found in both studies that the present level of argumentation competence is factor determining the argumentation competence after learning.

show abstract

Learning Scientific Explanations by Means of Worked Examples – Promoting Psychology Students’ Explanation Competence

Cited by 12 publications

References 30 publications

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?

Learning to Argue From Others’ Erroneous Arguments – Fostering Argumentation Competence Through Learning From Advocatory Errors

Learning to argue from others' erroneous arguments - Fostering argumentation competence through learning from advocatory errors

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