Abstract:This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayed-summary writing, delayed-keywords listing, delayed-diagram completion, self-explaining, concept mapping, rereading, and setting a comprehension-test expectancy. First, the general effectiveness of situation-model-approach interventions was examined. The… Show more
“…Interestingly, all students overestimated their current understanding. This, however, is in line with prior research that highlighted that students generally tend to overestimate their current comprehension [85][86][87]. Nevertheless, we need to reject our hypotheses regarding effects on students' comprehension and their monitoring accuracy.…”
Writing explanations has demonstrated to be less effective than providing oral explanations, as writing triggers less amounts of perceived social presence during explaining. In this study, we investigated whether increasing social presence during writing explanations would aid learning. University students (N = 137) read an instructional text about immunology; their subsequent task depended on experimental condition. Students either explained the contents to a fictitious peer orally, wrote their explanations in a text editor, or wrote them in a messenger chat, which was assumed to induce higher levels of social presence. A control group retrieved the material. Surprisingly, we did not obtain any differences in learning outcomes between experimental conditions. Interestingly, explaining was more effortful, enjoyable, and interesting than retrieving. This study shows that solely inducing social presence does not improve learning from writing explanations. More importantly, the findings underscore the importance of cognitive and motivational conditions during learning activities.
“…Interestingly, all students overestimated their current understanding. This, however, is in line with prior research that highlighted that students generally tend to overestimate their current comprehension [85][86][87]. Nevertheless, we need to reject our hypotheses regarding effects on students' comprehension and their monitoring accuracy.…”
Writing explanations has demonstrated to be less effective than providing oral explanations, as writing triggers less amounts of perceived social presence during explaining. In this study, we investigated whether increasing social presence during writing explanations would aid learning. University students (N = 137) read an instructional text about immunology; their subsequent task depended on experimental condition. Students either explained the contents to a fictitious peer orally, wrote their explanations in a text editor, or wrote them in a messenger chat, which was assumed to induce higher levels of social presence. A control group retrieved the material. Surprisingly, we did not obtain any differences in learning outcomes between experimental conditions. Interestingly, explaining was more effortful, enjoyable, and interesting than retrieving. This study shows that solely inducing social presence does not improve learning from writing explanations. More importantly, the findings underscore the importance of cognitive and motivational conditions during learning activities.
“…Generative Aktivitäten können auch dazu beitragen, den Lernerfolg indirekt zu unterstützen, indem sie Schülerinnen und Schülern dabei helfen, ihr eigenes Verstehen im Lernprozess genauer einzuschätzen. Ergebnisse aus der Metaanalyse von Prinz et al (2020) zeigen, dass Lernende durch die Vervollständigung von Diagrammen akkurater beurteilten, wie gut sie die Inhalte von Texten verstehen. Besonders wenn das Lernen unter Pandemiebedingungen allein stattfindet, ist eine genaue Überwachung der eigenen Verstehensprozesse wichtig, um das Lernen optimal zu steuern (Fischer et al 2020).…”
Section: Wie Kann Die Weiterverarbeitung Von Lerninhalten Gezielt Gefunclassified
Zusammenfassung
Die Corona-Pandemie führte infolge der Schulschließungen zu einer Ausnahmesituation, die Lehrkräfte vor neue und unvorhersehbare Herausforderungen stellte. In diesem Artikel führen wir die Unterrichts- und Instruktionsforschung zusammen, um die Frage zu beantworten, wie es Lehrkräften trotz der Einschränkungen einer Pandemie gelingen kann, erfolgreichen Unterricht umzusetzen. Erstens stellen wir die Nachteile einer ausschließlichen Betrachtung der Sichtstrukturen für die Diskussion über guten Unterricht unter Pandemiebedingungen vor. Zweitens zeigen wir auf der Grundlage von Tiefenstrukturen die Herausforderungen einer Pandemie für die Gestaltung eines lernförderlichen Unterrichts im Sinne der kognitiven Aktivierung, konstruktiven Unterstützung und Effizienz des Klassenmanagements auf. Drittens konkretisieren wir anhand von Lehr-Lern-Elementen, wie Lehrkräfte auf der Grundlage von Lernzielen das Lernen von Schülerinnen und Schülern unter Pandemiebedingungen hinsichtlich Motivierung, Vermittlung, Weiterverarbeitung, Üben, Transfer und Rückmeldung fördern können. Dabei gehen wir auch auf die besondere Rolle der elterlichen Unterstützung ein. Viertens leiten wir Empfehlungen für das Unterrichten unter Pandemiebedingen ab und diskutieren, wie die Corona-Pandemie als Chance begriffen werden kann, um neue Erkenntnisse über die Gestaltung individuellen Lernens zu erhalten, die auch zukünftigen Unterricht bereichern können.
“…Hence, the generative task of completing a think sheet might provide additional benefits for comprehension and transfer. Moreover, prior research has shown that generative tasks, such as constructing concept maps and completing diagrams, increase learners' metacomprehension accuracy because they provide learners with valid cues about their deeper understanding (i.e., their situation model; see, e.g., Griffin et al 2019;Prinz et al 2020;Van de Pol et al 2020). However, the generative tasks used in the prior research were not particularly designed to address misconceptions.…”
Section: Think Sheets As a Methods To Counteract Detrimental Effects Of Misconceptionsmentioning
Previous research has shown that misconceptions impair not only learners’ text comprehension and knowledge transfer but also the accuracy with which they predict their comprehension and transfer. In the present experiment with N = 92 university students, we investigated to what extent reading a refutation text or completing a think sheet compared with a control condition counteracts these adverse effects of misconceptions. The results revealed that both reading a refutation text and completing a think sheet supported learners with misconceptions in acquiring and accurately predicting their comprehension. Completing a think sheet additionally supported the learners in transferring their newly acquired knowledge, even though they were underconfident in their ability to do so. Moreover, learners who completed a think sheet were generally more accurate in discriminating between correctly and incorrectly answered test questions. Finally, delayed testing showed that the learning effects were quite stable, independent of the instructional method. This study reinforces the effectiveness of refutation texts and think sheets and provides important practical implications and avenues for future research.
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