Learning by exploring: How much guidance is optimal?
Abstract
Exploring a new concept before instruction can benefit conceptual understanding, but is demanding. The current experiments examined whether providing guidance during exploration improves learning. Undergraduate students explored the procedures and concept of statistical variance prior to direct instruction. In Experiment 1 (N = 123), exploring using worked examples (full guidance) led to higher posttest scores than exploring using an invention...
Paper Details
Title
Learning by exploring: How much guidance is optimal?
Published Date
Aug 1, 2019
Journal
Volume
62
Pages
49 - 63
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