Renkl, Alexander and Stark, Robin and Gruber, Hans and Mandl, Heinz (1998) Learning from worked-out examples : The effects of example variability and elicited self-explanations. Contemporary Educational Psychology 23, 90–108.
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Investigated the effects of example variability and the elicitation ofsophisticated self-explanations on the acquisition of transferable knowledge from worked-out examples, and related these effects to
learners' levels of prior topic knowledge. After assessment of prior knowledge, 56 first- and second-year bank apprentices learned calculation of real and compound interest from an introductory text and worked-out examples in one of four conditions in a 2x2 design: uniform vs multiple
examples and spontaneous vs elicited self-explanations. In the elicited self-explanation condition, a modeling procedure was used to elicit
several different aspects of sophisticated self-explanations. The posttest consisted of problems with the same (near transfer) or a more
complex (far transfer) underlying structure. Results indicated that eliciting self-explanations supported the acquisition of transferable knowledge, particularly for near transfer in learners with lower levels of prior knowledge, while the assumption that multiple examples foster transfer performance was not confirmed. Implications and limitations of
the findings are discussed, emphasizing the necessity of learner support in complex learning environments. (V.K. - ZPID)
|Institutions:||Psychology and Pedagogy > Institut für Pädagogik > Lehrstuhl für Pädagogik III (Prof. Dr. Hans Gruber)|
|Subjects:||300 Social sciences > 370 Education|
|Created at the University of Regensburg:||Unknown|
|Deposited On:||25 Oct 2012 06:14|
|Last Modified:||25 Oct 2012 06:14|