Das Ausblenden ausgearbeiteter Lösungsschritte hilft Lernen durch die Förderung von Selbsterklärungen

• Antragsteller: Professor Dr. Alexander Renkl
• Fachliche Zuordnung: Entwicklungspsychologie und Pädagogische Psychologie
• Förderung: Förderung von 2001 bis 2003
• Projektkennung: Deutsche Forschungsgemeinschaft (DFG) - Projektnummer 5350879

The goal of the proposed project is to directly examine the positive learning gains associated with using a fading procedure to structure the transition from example study in early phases of cognitive skill acquisition to problem solving in later phases. More specifically, we intend to show the effects of fading on problems of different transfer distance and to test to what extent fading effects are mediated by reducing errors during learning and by self-explanation activities. For this purpose, we will compare the conditions "fading" and "example-problem pairs" with respect to learning outcomes and with regard to learning processes, that is, error reduction and self-explanations (Experiment 1). In addition, hypotheses about the effects of different sequences of fading out solution steps will be tested (Experiment 2). The proposed project will deepen our theoretical unterstanding of cognitive skill acquisition and will provide fruitful guidance for the design of learning environments.

• DFG-Verfahren: Sachbeihilfen
• Internationaler Bezug: USA
• Beteiligte Person: Robert Kenneth Atkinson, Ph.D.