Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 27848,
    "title": "How Much Support Is Optimal During Exploratory Learning?",
    "subtitle": null,
    "abstract": "Students who explore a new concept prior to receiving direct\ninstruction often demonstrate better conceptual understanding\ncompared to traditional tell-then-practice methods. Often,\nexploratory learning activities have students invent solutions\nto a novel problem targeting the new concept. However,\nexploring prior to instruction is working memory demanding,\ninducing high cognitive load. The current experiments varied\nthe guidance provided during exploration and examined\nsubsequent learning. In Experiment 1, participants explored\nthe procedures and concept of statistical variance prior to\nreceiving instruction in one of three conditions: invention,\ncompletion problem, or worked example. Exploring using a\nworked example led to the highest learning outcomes and the\nleast cognitive load. In Experiment 2, students in an\nundergraduate statistics class completed invention or worked\nexample problems either before or after instruction. Learning\nwas greater when problem solving preceded instruction.\nHowever, exploring using a worked example did not improve\nlearning over the more cognitively-demanding invention\nproblem. These findings demonstrate the benefits of\nexploratory learning in the classroom compared to more\ntraditional tell-then-practice approaches. However, more\nresearch is needed to determine when and how guidance will\nenhance exploration.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Exploratory learning"
        },
        {
            "word": "Completion problems"
        },
        {
            "word": "Worked examples"
        },
        {
            "word": "cognitive load"
        },
        {
            "word": "education"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/17r1k961",
    "frozenauthors": [
        {
            "first_name": "Phillip",
            "middle_name": "M",
            "last_name": "Newman",
            "name_suffix": "",
            "institution": "U of Louisville",
            "department": ""
        },
        {
            "first_name": "Marci",
            "middle_name": "S",
            "last_name": "DeCaro",
            "name_suffix": "",
            "institution": "U of Louisville",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27848/galley/17487/download/"
        }
    ]
}