Tina Seufert University of Göttingen Training and situational help for coherence formation in learning with multiple representations
Jan 23, 2016
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
text comprehension
propositional representation
text
text surface representation
semanticprocessing
modelconstruction
modelinspection
sub-semanticprocessing
mentalmodel
prior knowledge
picture comprehension
picture
visual perception
selection
perception
propositional representation
modelconstruction
modelinspection
mentalmodel
prior knowledge
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
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
Two strategies for structure mapping
Syntactic Mapping
Semantic MappingCu2e- Cu2+Fe3+ takes an
electron = reduction
Electron Electron
e-Electron
e-Electron
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)
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
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
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
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?
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
Study 2: Mapping training
Is mapping training effective?
No!!
0
20
40
60
80
recall comprehensionp<.05
%
no training
with training
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 ...
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...
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
Thank you for your attention!