Maximizing the Use of Germane Cognitive Resources When Teaching Complex Tasks in Physics

• In Event: D&D - Instructional Strategies

Short Description

This study examined two instructional strategies for teaching complex tasks in an undergraduate physics course. Sixty-three participants were randomly assigned to either the control, self-explanation, or self-explanation and completion group. All participants received the same lecture, but homework problems were modified to include the self-explanation and completion problems. The results found that prompts to self-explain led to increased performance, did not increase time on task, and the quality of self-explanations improved with time.

Authors

• Yekaterina Sliva, ODU

• Gary Morrison, Old Dominion University

• Ginger Watson, Old Dominion University