Fostering active processing of instructional explanations of learners with high and low prior knowledge

Acuña, Santiago Roger; Rodicio, Héctor García; Sánchez, Emilio

doi:10.1007/s10212-010-0049-y

Cited by 29 publications

(14 citation statements)

References 34 publications

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“…Thus, in terms of the active-constructive-interactive framework [ 6 , 7 ], these learners rarely engaged in interactive learning activities in response to engaging prompts. Additionally, the learners scarcely benefitted from remedial explanations [ 33 – 34 ]. In order to overcome this deficiency, Sánchez and colleagues combined remedial explanations with prompts that were designed to induce revision-oriented learning activities (i.e., revision prompts) [ 20 , 21 ].…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In order to overcome this deficiency, Sánchez and colleagues combined remedial explanations with prompts that were designed to induce revision-oriented learning activities (i.e., revision prompts) [ 20 , 21 ]. In several studies, they consistently found that remedial explanations plus revision prompts fostered both learning outcomes [ 33 , 34 ] and revision-oriented processing of the explanations [ 17 ] as compared to providing remedial explanations plus engaging prompts.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

Roelle

Müller

Roelle³

et al. 2015

PLoS ONE

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Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active < constructive learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active < constructive learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive < interactive learning hypothesis, the learners who received adapted remedial explanations and revision prompts as add-ons to reduced explanations and inference prompts acquired more conceptual knowledge.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

Roelle

Müller

Roelle³

et al. 2015

PLoS ONE

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“…In this context, evocations and refutations (as discussed earlier) can also indicate what readers must learn. For example, if a misconception is identified by means of a refutation, then readers can assume that the text was created to correct it. There are devices intended to encourage readers to detect possible misunderstandings in the ongoing processes, such as warning messages (Acuña, García‐Rodicio & Sánchez, ; Sánchez, García‐Rodicio & Acuña, ): ‘Usually, people tend to elaborate a simplified conception … However, there are important differences …’. A warning message indicates a comprehension problem while reading (not in prior knowledge).…”

Section: The Contribution Of Rhetorical Devices To Expository Texts Cmentioning

confidence: 99%

“…In addition, it enables readers to form a coherent representation (Degand & Sanders, ) even when they have adequate decoding skills but poor comprehension skills (Meyer, Brandt & Bluth, ). Refutations, objectives, questions and warning messages have also been shown to be useful, especially when texts are difficult or when counterintuitive scientific material is provided (Acuña et al, ; Alvermann & Hague, ; Diakidoy et al, ; Dole, ; Hynd, ; Linderholm et al, ; Reynolds & Anderson, ; Rothkopf & Kaplan, ; Sánchez et al, ).…”

Section: The Contribution Of Rhetorical Devices To Expository Texts Cmentioning

confidence: 99%

The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension

García

Bustos

Sánchez

2013

Journal Research in Reading

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Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11-to 13-year-old students: low-level (Study 1) and high-level (Study 2) reading skills. The measures of rhetorical competence assessed students' knowledge about anaphors, organisational signals and refutations. In both studies, each measure of rhetorical competence contributed significantly to reading comprehension once prior knowledge, working memory and decoding skills were controlled for. This contribution was higher in Study 2. Furthermore, whereas in Study 1, each measure of rhetorical competence had a unique contribution to reading comprehension when controlling for the other measures of rhetorical competence, in Study 2, only the knowledge about organisational signals and refutations had this unique contribution.Understanding a text involves, among other processes, (a) connecting text ideas, (b) integrating text information with prior knowledge and (c) monitoring the former two processes (Graesser,

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“…Durkin and Rittle-Johnson ( 2012 ) found that comparing common mathematical errors to correct examples increases learning in comparison to comparing only correct examples. Further research demonstrated that students process the canonical solution more deeply when they realize impasses and errors (van Lehn et al 2003 ) and that the realization of an impasse can be triggered by the warning of possible errors before presenting the instructional explanation (Acuña et al 2010 ;Sánchez et al 2009 ). Taking these fi ndings together, it seems promising to investigate the role of typical student-generated, non-canonical solutions in instruction prior to problem-solving approaches.…”

Section: Focusing Attention During Instructionmentioning

confidence: 99%

Authentic Problem Solving and Learning in the 21st Century

Cho¹,

Caleon²,

Kapur³

2015

Education Innovation Series

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Education holds the key to unlock human resources that a society needs to survive and fl ourish. This is particularly salient in a borderless knowledge economy. For the past decades, the sterling performance of economies such as Hong Kong, Finland, Japan, Singapore and Taiwan in international studies (e.g. TIMSS, PIRLS and PISA) has channeled much attention away from the traditional centers of education research in America and Western Europe. Researchers, policy makers and practitioners all over the world wish to understand how education innovations propel the emerging systems from good to great to excellent, and how different their trajectories were compared to the systems in America and Western Europe.The Education Innovation Book Series , published by Springer, will delve into education innovations enacted by the Singapore education system and situate them in both the local and the broader international contexts. Primary focus will be given to pedagogy and classroom practices; education policy formulation and implementation; school and instructional leadership; and the context and interface between education research, policy and practice. We believe that the latter is critical in making education innovations come to bear. Each volume will document insights and lessons learned based on empirical research (both quantitative and qualitative) and theoretical analyses. Implications to research, policy and professional practice will be surfaced through comparing and synthesizing Singapore's experience with those of successful systems around the world.The audience of the edited volumes and monographs published in this series includes researchers, policy makers, practitioners and students in the fi elds of education and teacher education, and public policies related to learning and human resources.

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Fostering active processing of instructional explanations of learners with high and low prior knowledge

Cited by 29 publications

References 34 publications

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework

The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension

Authentic Problem Solving and Learning in the 21st Century

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