Facilitating Conceptual Learning through Analogy and Explanation

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ProblemHow can we facilitate students’ deep learning andunderstanding of new concepts? Clues from expertise research (Ericsson & Smith, 1991)mPerceive deep structureForward-working strategiesTransfer to new contextsKey component: understanding of the relations between principlesand problem features
ProblemNovices use prior examples to solve new problems Statistics (e.g., Catrambone, 1998; Ross, 1987, 1989) Physics (e.g., Bassok & Holyoak, 1989; VanLehn, 1998)Helps with near transfer problems but not farStudents use examples even when they have access tothe principle (e.g., LeFevre & Dixon, 1986; Ross & Kilbane, 1997)They lack a deep conceptual understanding for therelations between principles and examplesHow can we facilitate learning of these conceptual relations?
Page 1: Facilitating Conceptual Learningthr
Page 5 and 6: Today’s TalkMultiple pathways to
Page 7 and 8: Empirical Study (in collaboration w
Page 9 and 10: Design Details Domain: math probabi
Page 11 and 12: Learning MaterialsWorked-out exampl
Page 13 and 14: Test MaterialsDifferent content“A
Page 15 and 16: Design SummaryLearning taskIntroSpe
Page 17 and 18: Design SummaryLearning taskIntroSpe
Page 19 and 20: PredictionsAccuracy predictionsSame
Page 21 and 22: Decision Timed = .55
Page 23 and 24: Today’s TalkMultiple pathways to
Page 25 and 26: Analogical LearningAnalogies can fa
Page 31 and 32: Schema AcquisitionFactors shown to
Page 33 and 34: Worked-out ExampleThe knights of No
Page 35 and 36: Surface-differentThe Puppy Pound Pa
Page 37 and 38: Design DetailsParticipants - 29 UIU
Page 39 and 40: Test - AccessNorth High School has
Page 41 and 42: Design SummaryLearningPrinciple 1Wo
Page 43 and 44: PredictionsNear-miss comparisons sh
Page 45 and 46: Results - Access
Page 47 and 48: ConclusionsMultiple paths to facili
Page 49: Questions?

Facilitating Conceptual Learning through Analogy and Explanation

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