Tina Seufert University of Göttingen

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Tina Seufert University of Göttingen Training and situational help for coherence formation in learning with multiple representations

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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. - PowerPoint PPT Presentation

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Page 1: Tina Seufert University of Göttingen

Tina Seufert University of Göttingen

Training and situational help for coherence formation

in learning with multiple representations

Page 2: Tina Seufert University of Göttingen

Overview

theoretical background

the problem

two different ways to support coherence formation Study 1 Study 2

Summary and final conclusion

Page 3: Tina Seufert University of Göttingen

text comprehension

propositional representation

text

text surface representation

semanticprocessing

modelconstruction

modelinspection

sub-semanticprocessing

mentalmodel

prior knowledge

Page 4: Tina Seufert University of Göttingen

picture comprehension

picture

visual perception

selection

perception

propositional representation

modelconstruction

modelinspection

mentalmodel

prior knowledge

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Integrated model of text and picture comprehension (Schnotz & Bannert, 1999)

modelconstruction

picture

visual perception

selection

perception

propositional representation model

inspection

mentalmodel

text

text surface representation

semanticprocessing

sub-semanticprocessing

text-content text-contentpicture-content picture-content

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Coherence formation asstructure mapping (Gentner, 1997)

Speicherbaustein Transferrin

Transferrin bindet 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

Elektron auf. In vivo geschieht das mit

Ascorbinsäure als Reduktionsmittel. In der

zweiwertigen Form ist das Eisen für verschiedene

Körper-funktionen notwendig.

aaa

Reduktions-Oxidations-Reaktion

Abb.: Bei einer Reduktions-Oxidations-Reaktion(Redox-Reaktion) laufen Oxidation undReduktion parallel.In diesem Beispiel wird Kupfer reduziert,Zink oxidiert.

2e-

ZnZn2+

Cu2+

Cu

ZinkplŠttchen

Kupfer (II)-salz-Lšsung

element-to-element-mappingrelation-to-relation-mapping

Page 7: Tina Seufert University of Göttingen

Two strategies for structure mapping

Syntactic Mapping

Semantic MappingCu2e- Cu2+Fe3+ takes an

electron = reduction

Electron Electron

e-Electron

e-Electron

Page 8: Tina Seufert University of Göttingen

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)

Page 9: Tina Seufert University of Göttingen

2 ways to support coherence formation...

Study 1

text

help for structure mapping

within the learning environment

Study 2

text

Tra

inin

g

before learning

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Study 1: situational help

Is situational help effective?

Yes, it supports coherence formation

0

20

40

60

80

recall comprehensionp<.10

%

without help

with help

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Study 1: situational help

Is situational help effective?and for whom is it most effective?

especially for learners with middle levels of prior knowledge

0

20

40

60

80

without help with help

% c

ompr

ehen

sion

p=.10

p=.004**

p=.43level ofprior knowledge

high

middle

low

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Study 1: situational help

How should situational help be designed?

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

– visual or auditive?

– directive or non-directive?

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Study 2: Mapping training

the Training:

How to reada text

• find elements• find relations

How to "read"a picture

• find elements• find relations

How to integratetext and picture

• map elements• map relations

1 2 3

30 minutes

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Study 2: Mapping training

Is mapping training effective?

No!!

0

20

40

60

80

recall comprehensionp<.05

%

no training

with training

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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 ...

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Summary

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

The effectiveness of help depends on...

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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

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Thank you for your attention!