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Tina Seufert University of Göttingen

Tina Seufert University of Göttingen. Training and situational help for coherence formation in learning with multiple representations. Overview. theoretical background the problem two different ways to support coherence formation Study 1 Study 2 Summary and final conclusion.

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Tina Seufert University of Göttingen

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  1. Tina SeufertUniversity of Göttingen Training and situational help for coherence formationin learning with multiple representations

  2. Overview • theoretical background • the problem • two different ways to support coherence formation • Study 1 • Study 2 • Summary and final conclusion

  3. prior knowledge text comprehension model construction propositional representation mentalmodel model inspection semantic processing text surface representation sub-semantic processing text

  4. prior knowledge picture comprehension model construction propositional representation mentalmodel model inspection selection visual perception perception picture

  5. text-content picture-content text-content picture-content Integrated model of text and picture comprehension(Schnotz & Bannert, 1999) model construction propositional representation mentalmodel model inspection semantic processing selection text surface representation visual perception sub-semantic processing perception text picture

  6. element-to-element-mapping relation-to-relation-mapping Coherence formation asstructure mapping(Gentner, 1997) Speicherbaustein Transferrin Transferrinbindet und transportiert Eisen im Körper. Dabei gibt es jedoch eine Besonderheit: Transferrin kann Eisen nur in dreiwertiger Form aufnehmen. Um es wieder frei-zusetzen muß das dreiwertige Eisen (Fe3+) zu zweiwertigem Eisen (Fe2+) reduziert werden, d.h. Fe3+ nimmt ein Elektronauf. In vivo geschieht das mit Ascorbinsäure als Reduktionsmittel. In der zweiwertigen Form ist das Eisen für verschiedene Körper-funktionen notwendig.

  7. Electron Electron Electron e- Electron e- Cu2+ Cu 2e- Fe3+ takes anelectron = reduction Two strategies for structure mapping Syntactic Mapping Semantic Mapping

  8. the problem • learners - especially those with low levels of prior knowledge- often fail... • to find relevant elements • to find relevant relations • to translate between and to map corresponding entities • learners often concentrate on only one of the given MER (Cox & Brna, 1995; Scanlon, 1998, Tabachnek & Simon, 1992) • they only change in case of difficulties in understanding (Tabachnek & Simon, 1998)

  9. within the learning environment before learning text text Training help for structure mapping Study 1 Study 2 2 ways to support coherence formation...

  10. Yes, it supports coherence formation % without help with help Study 1: situational help • Is situational help effective?

  11. especially for learners with middle levels of prior knowledge level of prior knowledge high middle low Study 1: situational help • Is situational help effective?and for whom is it most effective?

  12. recall performance can best be supported withdirective help comprehension can be improved with both kinds of help help should be better given auditivelyin order to prevent a split of visual attention Study 1: situational help • How should situational help be designed? • directive or non-directive? • visual or auditive?

  13. How to read • a text • find elements • find relations • How to "read" • a picture • find elements • find relations • How to integrate • text and picture • map elements • map relations Study 2: Mapping training the Training: 1 2 3 30 minutes

  14. No!! % no training with training Study 2: Mapping training • Is mapping training effective?

  15. Study 2: Mapping training • Why is the training so detrimental? • it seems to interfere with existing mapping strategies • the new strategy cannot be implemented without further practice • this leads to a lack of strategy use = mathemartantic effect (Artelt, 2000; Krapp, 1993; Friedrich & Mandl, 1992) • How could this be avoided? • existing strategies should be analysed and discussed • the training of the new strategy should last longer and should include more practice • ...

  16. Summary The effectiveness of help depends on... • kind of support • situational help improves coherence formation • mapping training may even hurt the strategical coherence formation process • learning target • situational help is especially helpful for comprehension, i.e. deeper cognitive processes • mapping training is especially harmful for comprehension processes • learners prior knowledge (only based on study 1) • for learners with middle levels of prior knowledge help is most profitable

  17. Final conclusion • situational help can be recommended – especially for learners with middle levels of prior knowledge • effects of mapping trainings need further investigation: Training study should be replicated... • with more practice included in the training • with delayed measurements • with a greater sample • prior knowledge as an additional factor

  18. Thank you for your attention!

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