Erklären als Lernstrategie

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Chafe (1982) conducted a descriptive study and compared the oral and ______ artifacts of 20 academic scholars.

written

The written artifacts were less fragmented and better structured than the ______ artifacts.

oral

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

second

In a related study, Redeker (1984) replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.

written Signup and view all the answers

Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.

written Signup and view all the answers

Explaining orally may engage students in providing authentic examples or analogies to illustrate the subject matter for a particular ______.

audience Signup and view all the answers

Only the amount of students’ elaborations mediated the effect of explanation modality on students’ ______

transfer Signup and view all the answers

In the present study, we investigated whether learning by providing written or oral explanations differently affected the semantic features of students’ ______

explanations Signup and view all the answers

On the level of learning outcomes, our findings indicated that the modality of explaining had differential effects on students’ acquisition of ______

knowledge Signup and view all the answers

Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______

knowledge Signup and view all the answers

Providing oral explanations more effectively helped the students to acquire transferable ______ as compared with providing written explanations

knowledge Signup and view all the answers

The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______

tasks Signup and view all the answers

Cold air reacts with the ______

fuel Signup and view all the answers

The spark ignites the ______

fuel Signup and view all the answers

What function does the conrod have? Transfer of energy of the piston to the ______

crank Signup and view all the answers

What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efﬁciency, Lower levels of ______

wear Signup and view all the answers

Where does the energy of gas exhaustion come from? From the oscillating weight of the ______

crank Signup and view all the answers

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

written Signup and view all the answers

The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.

detrimental Signup and view all the answers

It is up to further research to investigate which detrimental processes may occur during writing explanations that ______ students’ conceptual learning.

downsize Signup and view all the answers

The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.

conceptual Signup and view all the answers

The total effect can be understood as the sum of the direct effect and all ______ effects.

indirect Signup and view all the answers

Commonly, the total effect can be understood as the sum of the direct effect and all ______ effects.

indirect Signup and view all the answers

Students studied a text about the ______ effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time. The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual knowledge.

Doppler Signup and view all the answers

More importantly, the authors showed that those students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

explained Signup and view all the answers

Hoogerheide et al.(2014) replicated the ﬁndings by Fiorella and Mayer in a procedural domain. For that purpose, Hoogerheide et al. asked students to read a text on ______ reasoning with the intention to complete a test or to explain the content to potential other students.

syllogistic Signup and view all the answers

Again, in another condition, students ______ the content by creating a video explanation. In accordance with the ﬁndings by Fiorella and Mayer, the authors found that students who created the video explanations showed higher learning and transfer performance compared with students who only prepared to complete a test or to explain the content to others.

explained Signup and view all the answers

Students ______ a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time.

studied Signup and view all the answers

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

outperformed Signup and view all the answers

Learning-by-______ is a ubiquitous instructional strategy commonly used in different educational contexts, such as peer tutoring, collaborative learning, or digital learning.

explaining Signup and view all the answers

Most studies on the effects of focused on self- instructional material to one-self or __ the subject-matter to others in collaborative and interactive learning settings.

explaining Signup and view all the answers

Explaining learning content to fictitious other students is also beneficial to learning and even more effective than restudying.

explaining Signup and view all the answers

Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual knowledge.

explained Signup and view all the answers

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

explained Signup and view all the answers

The ______ artifacts were less fragmented and better structured than the oral artifacts.

written Signup and view all the answers

Chafe conducted a descriptive study and compared the oral and written artifacts of 20 academic scholars. He found that the written artifacts were less fragmented and better structured than the ______ artifacts.

oral Signup and view all the answers

Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.

written Signup and view all the answers

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

second Signup and view all the answers

In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.

written Signup and view all the answers

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

written Signup and view all the answers

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

outperformed Signup and view all the answers

In Wason selection tasks, four cards are presented on a table with a given rule, such as 'Each card has a number on one side and a letter on the other side. Which cards must be turned over to examine the following rule: If a card shows an even number on one side, then the opposite side is ______?'

blue Signup and view all the answers

Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______

restudying Signup and view all the answers

Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.

transfer Signup and view all the answers

The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual ______

knowledge Signup and view all the answers

In oral discourse, the level of person deictic references, such as the use of first-person and ______ person pronouns, is higher.

second Signup and view all the answers

Students studied a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study ______.

time Signup and view all the answers

A transfer-in-pieces consideration of the perception of structure in the transfer of learning. Journal of the Learning Sciences, 19(4), 443–479. doi:10.1080/10508406.2010.505138 Wirtz, M.A., & Caspar, F.(2002). Beurteiler€ ubereinstimmung und Beurteilerreliabilit€at: Methoden zur Bestimmung und Verbesserung der Zuverl€assigkeit von Einsch€atzungen mittels Kategoriensystemen und Ratingskalen [Interrater agreement und interrater reliability: Methods for calculating and improving the reliability of ratings by category systems and rating scales]. G€ ottingen, Germany: Hogrefe. Wylie, R., & Chi, M.T.(2014). The self-explanation principle in multimedia learning. The Cambridge handbook of multimedia learning (2nd ed., pp. 413–432). New York, NY: Cambridge University Press. Appendix A Multiple-choice items used in the pretest and in the conceptual-knowledge test 1 [x] 2 [x] 3 [x] 4 [x] 5 [x] 6 [x] 7 [x] 8 What is the correct process of a four-stroke ______? Induction, compression, power, exhaust Compression, induction, exhaust, power, Power, induction, compression, exhaust Induction, exhaust, power, compression What is the cubic capacity?

engine Signup and view all the answers

What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efﬁciency, Lower levels of ______

pollution Signup and view all the answers

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

outperformed Signup and view all the answers

The spark ignites the ______

fuel Signup and view all the answers

Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______

learning Signup and view all the answers

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

second Signup and view all the answers

The volume between inlet valve and outlet valve is known as the ______

cubic capacity Signup and view all the answers

What is no element of a gasoline engine? ______

injection system Signup and view all the answers

What is a necessary element of a diesel engine? ______

an injection plug Signup and view all the answers

Which are the underlying processes of an Otto engine? ______

four strokes Signup and view all the answers

When does the inlet valve and outlet valve open? Inlet valve opens during the second stroke; outlet valve opens during the ______

fourth stroke Signup and view all the answers

How does an ignition work in a diesel motor? ______

A spark for ignition Signup and view all the answers

The ______ of explaining was more effective than providing oral explanations in supporting students to organize the content of the explanations.

written Signup and view all the answers

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

written Signup and view all the answers

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

third Signup and view all the answers

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

explained Signup and view all the answers

The spark ignites the ______.

fuel Signup and view all the answers

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

outperformed Signup and view all the answers

In a four-stroke engine, the correct process is induction, compression, power, and ______

exhaust Signup and view all the answers

The energy of gas exhaustion comes from the oscillating weight of the ______

crankshaft Signup and view all the answers

Cold air reacts with the ______

fuel Signup and view all the answers

What is a necessary element of a diesel engine? ______

injector Signup and view all the answers

In Wason selection tasks, if a card shows an even number on one side, then the opposite side is ______

letter Signup and view all the answers

Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.

transfer Signup and view all the answers

Most studies on the effects of focused on self- instructional material to one-self or __ the subject-matter to others in collaborative and interactive learning settings.

explaining Signup and view all the answers

Explaining learning content to fictitious ______ students is also beneficial to learning and even more effective than restudying.

other Signup and view all the answers

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

written Signup and view all the answers

The written artifacts were less fragmented and better structured than the ______ artifacts.

oral Signup and view all the answers

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

explained Signup and view all the answers

Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______.

restudying Signup and view all the answers

Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual ______

knowledge Signup and view all the answers

The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.

conceptual Signup and view all the answers

The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.

necessary Signup and view all the answers

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

written Signup and view all the answers

In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.

written Signup and view all the answers

The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______

tasks Signup and view all the answers

Students made more elaborations during explaining orally, which triggered an increase in the vividness of their explanations accomplished by providing additional illustrative examples, resulting in more flexible and transferable __________.

knowledge Signup and view all the answers

The learning materials used in the study by Hoogerheide et al.(2016) were rather low-element-interactivity about syllogistic reasoning, while in the current study, more complex learning materials about the functions and processes of internal combustion engines were used, which can be regarded as high-element-interactivity material requiring students to thoroughly interconnect the presented elements in order to construct a coherently organized mental model of internal combustion ________.

engines Signup and view all the answers

Providing oral explanations and providing written explanations were comparably effective, at least for acquiring direct procedural knowledge, but had no further effects on students’ transfer of such procedures, as shown by Hoogerheide et al.(2016). This apparent contradiction between the two studies highlights an important difference in the learning ________ used.

materials Signup and view all the answers

Learning the functions and processes of internal combustion engines can be regarded as high-element interactivity material, as it requires students to thoroughly interconnect the presented elements of an internal combustion engine in order to construct a coherently organized mental model of internal combustion ________.

engines Signup and view all the answers

Students who really explained the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it. This suggests that active explanation of the material led to better understanding and ________.

performance Signup and view all the answers

In a related study, Redeker (1984) replicated the main findings by Chafe under well-controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ________ format.

written Signup and view all the answers

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Questions and Answers

Chafe (1982) conducted a descriptive study and compared the oral and ______ artifacts of 20 academic scholars.

The written artifacts were less fragmented and better structured than the ______ artifacts.

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

In a related study, Redeker (1984) replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.

Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.

Explaining orally may engage students in providing authentic examples or analogies to illustrate the subject matter for a particular ______.

Only the amount of students’ elaborations mediated the effect of explanation modality on students’ ______

In the present study, we investigated whether learning by providing written or oral explanations differently affected the semantic features of students’ ______

On the level of learning outcomes, our findings indicated that the modality of explaining had differential effects on students’ acquisition of ______

Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______

Providing oral explanations more effectively helped the students to acquire transferable ______ as compared with providing written explanations

The average transfer performance was rather low, which can be ascribed to the fact that we used rather challenging transfer tasks that asked the students to reinterpret the previously encountered information in order to transfer this information to the transfer ______

Cold air reacts with the ______

The spark ignites the ______

What function does the conrod have? Transfer of energy of the piston to the ______

What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efﬁciency, Lower levels of ______

Where does the energy of gas exhaustion come from? From the oscillating weight of the ______

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.

It is up to further research to investigate which detrimental processes may occur during writing explanations that ______ students’ conceptual learning.

The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.

The total effect can be understood as the sum of the direct effect and all ______ effects.

Commonly, the total effect can be understood as the sum of the direct effect and all ______ effects.

More importantly, the authors showed that those students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

Hoogerheide et al.(2014) replicated the ﬁndings by Fiorella and Mayer in a procedural domain. For that purpose, Hoogerheide et al. asked students to read a text on ______ reasoning with the intention to complete a test or to explain the content to potential other students.

Students ______ a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study time.

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

Learning-by-______ is a ubiquitous instructional strategy commonly used in different educational contexts, such as peer tutoring, collaborative learning, or digital learning.

Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.

Explaining learning content to fictitious other students is also beneficial to learning and even more effective than restudying.

Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual knowledge.

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

The ______ artifacts were less fragmented and better structured than the oral artifacts.

Chafe conducted a descriptive study and compared the oral and written artifacts of 20 academic scholars. He found that the written artifacts were less fragmented and better structured than the ______ artifacts.

Redeker found that oral discourse was characterized by higher levels of social involvement but a lower organization than ______ discourse.

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

In a related study, Redeker replicated the main findings by Chafe under well controlled experimental conditions by asking participants to generate explanations or narrations either in oral or ______ format.

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

In Wason selection tasks, four cards are presented on a table with a given rule, such as 'Each card has a number on one side and a letter on the other side. Which cards must be turned over to examine the following rule: If a card shows an even number on one side, then the opposite side is ______?'

Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______

Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.

The authors found that preparing to explain was more effective than preparing for a test with regard to students’ acquisition of conceptual ______

In oral discourse, the level of person deictic references, such as the use of first-person and ______ person pronouns, is higher.

Students studied a text about the Doppler effect either with the expectation to be tested or to explain the learning material; half of them afterwards, actually did explain the material by providing a video explanation, whereas the other half simply received additional study ______.

What are the advantages of an Otto engine compared to a diesel engine? Higher performance, Lower weight, Higher efﬁciency, Lower levels of ______

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

The spark ignites the ______

Contrary to our assumptions, we found that the modality of explaining had no effects of students’ acquisition of conceptual ______

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

The volume between inlet valve and outlet valve is known as the ______

What is no element of a gasoline engine? ______

What is a necessary element of a diesel engine? ______

Which are the underlying processes of an Otto engine? ______

When does the inlet valve and outlet valve open? Inlet valve opens during the second stroke; outlet valve opens during the ______

How does an ignition work in a diesel motor? ______

The ______ of explaining was more effective than providing oral explanations in supporting students to organize the content of the explanations.

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

Speaking triggered higher levels of social involvement than writing, expressed by a higher level of person deictic references, such as a higher use of first-person and ______ person pronouns.

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

The spark ignites the ______.

More importantly, the authors showed that those students who really explained the learning material ______ those students who only prepared to explain the material to others and did not actually explain it.

In a four-stroke engine, the correct process is induction, compression, power, and ______

The energy of gas exhaustion comes from the oscillating weight of the ______

Cold air reacts with the ______

What is a necessary element of a diesel engine? ______

In Wason selection tasks, if a card shows an even number on one side, then the opposite side is ______

Students had to apply the previously learned syllogistic principles to slightly different tasks in the ______ tests.

Most studies on the effects of ______ focused on self-______ instructional material to one-self or ______ the subject-matter to others in collaborative and interactive learning settings.

Explaining learning content to fictitious ______ students is also beneficial to learning and even more effective than restudying.

Generating ______ explanations, versus providing oral explanations, supported students more strongly in organizing the information in the explanations.

The written artifacts were less fragmented and better structured than the ______ artifacts.

Students who really ______ the learning material outperformed those students who only prepared to explain the material to others and did not actually explain it.

Hoogerheide et al. (2016) found that explaining on video better supported students’ application of knowledge than simply ______.

Preparing to explain was more effective than preparing for a test with regard to students' acquisition of conceptual ______

The higher levels of organization in written explanations helped students acquire deeper levels of ______ knowledge.

The absence of a total effect within our study suggests that although writing explanations helped students better organize their thoughts, there must have been additional cognitive processes that were ______ for students’ conceptual learning.

Most studies on the effects of focused on self- instructional material to one-self or __ the subject-matter to others in collaborative and interactive learning settings.

Most studies on the effects of focused on self- instructional material to one-self or __ the subject-matter to others in collaborative and interactive learning settings.