id: 06238005
dt: j
an: 2014a.00680
au: Reed, Stephen K.; Corbett, Albert; Hoffman, Bob; Wagner, Angela; MacLaren,
Ben
ti: Effect of worked examples and cognitive tutor training on constructing
equations.
so: Instr. Sci. 41, No. 1, 1-24 (2013).
py: 2013
pu: Springer Netherlands, Dordrecht
la: EN
cc: H34 F94 M14 U54 D44
ut: cognitive tutor; transfer-appropriate processing; worked examples; word
problems; algebra
ci: ME 2006e.02768
li: doi:10.1007/s11251-012-9205-x
ab: Summary: Algebra students studied either static-table, static-graphics, or
interactive-graphics instructional worked examples that alternated with
algebra cognitive tutor practice problems. A control group did not
study worked examples but solved both the instructional and practice
problems on the cognitive tutor (CT). Students in the control group
requested fewer hints and made fewer errors on the CT practice problems
but required more learning time on the instructional examples. There
was no difference among the four groups in constructing equations on a
paper-and-pencil posttest or on a delayed test that included training
and transfer problems. However, students who studied worked examples
with a table were best at identifying the meaning of the equation
components. The concept of transfer-appropriate processing (the overlap
between instructional task and assessment task) aided our
interpretation of the findings. Although the CT had a short-term effect
on reducing errors and hint requests on CT practice problems, the
worked examples were as effective on delayed paper-and-pencil tests.
The subsequent construction of a new module for the Animation Tutor
[{\it S. K. Reed} and {\it B. Hoffman}, Animation Tutor: mixtures.
Instructional software. San Diego: San Diego State University (2011)]
used both the interactive-graphics and static-table worked examples to
take advantage of the complementary strengths of different
representations [{\it S. Ainsworth}, Learn. Instr. 16, No. 3, 183‒198
(2006; ME 2006e.02768)].
rv: