Booth - Revision history

Alida: /* References */

2010-12-15T20:16:37Z

References

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	Van Lehn, K., & Jones, R.M. (1993). What mediates the self-explanation effect? Knowledge gaps, schemas, or analogies? In M. Polson (Ed.) Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 1034-1039).		Van Lehn, K., & Jones, R.M. (1993). What mediates the self-explanation effect? Knowledge gaps, schemas, or analogies? In M. Polson (Ed.) Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society (pp. 1034-1039).

			[[Category:Data available in DataShop]]

Gkusbit: /* Improving skill at solving equations through better encoding of algebraic concepts */

2010-12-10T19:31:45Z

Improving skill at solving equations through better encoding of algebraic concepts

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	{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"		{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"

	\| '''Exp 1b - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=149 Dataset: Corrective Self Explanation - 2006 (CTAT)]<br>		\| '''Exp 2 - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=149 Dataset: Corrective Self Explanation - 2006 (CTAT)]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:''' Paper		* '''Paper or Online Tests:''' Paper
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	* '''Answer Keys: ''' No		* '''Answer Keys: ''' No
	\|-		\|-
	\| '''Exp 2 - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=196 Dataset: Self Explanation Riverview Fall 2007 (CTAT)] [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=293 Dataset: Self Explanation CWCTC Winter 2008 (CL)]<br>		\| '''Exp 3 - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=196 Dataset: Self Explanation Riverview Fall 2007 (CTAT)] [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=293 Dataset: Self Explanation CWCTC Winter 2008 (CL)]<br>
	* '''Pre/Post Test Score Data:''' No		* '''Pre/Post Test Score Data:''' No
	* '''Paper or Online Tests:''' Paper		* '''Paper or Online Tests:''' Paper
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	* '''Blank Tests:''' No		* '''Blank Tests:''' No
	* '''Answer Keys: ''' No		* '''Answer Keys: ''' No
			\|-

	\|}		\|}

Gkusbit: /* Improving skill at solving equations through better encoding of algebraic concepts */

2010-12-10T18:51:14Z

Improving skill at solving equations through better encoding of algebraic concepts

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	* '''Blank Tests:''' No		* '''Blank Tests:''' No
	* '''Answer Keys: ''' No		* '''Answer Keys: ''' No
			\|-
			\| '''Exp 2 - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=196 Dataset: Self Explanation Riverview Fall 2007 (CTAT)] [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=293 Dataset: Self Explanation CWCTC Winter 2008 (CL)]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:''' Paper
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No


	\|}		\|}

Gkusbit: /* Improving skill at solving equations through better encoding of algebraic concepts */

2010-12-10T18:47:15Z

Improving skill at solving equations through better encoding of algebraic concepts

← Older revision		Revision as of 18:47, 10 December 2010
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	*Studies: 4 complete		*Studies: 4 complete
	[[Image:StudyTable-Booth.jpg\|800px]]		[[Image:StudyTable-Booth.jpg\|800px]]

			{\| border="1" cellspacing="0" cellpadding="5" style="text-align: left;"

			\| '''Exp 1b - Data available in DataShop''' \|\| [https://pslcdatashop.web.cmu.edu/DatasetInfo?datasetId=149 Dataset: Corrective Self Explanation - 2006 (CTAT)]<br>
			* '''Pre/Post Test Score Data:''' No
			* '''Paper or Online Tests:''' Paper
			* '''Scanned Paper Tests:''' No
			* '''Blank Tests:''' No
			* '''Answer Keys: ''' No
			\|}

Julie-Booth: /* Findings from Experiments 2 and 3: */

2009-05-04T18:35:46Z

Findings from Experiments 2 and 3:

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	**Improved their percent of conceptual questions answered correctly by 7% (control group ''decreased'' by 1%; p < .05)		**Improved their percent of conceptual questions answered correctly by 7% (control group ''decreased'' by 1%; p < .05)
	[[Image:conceptual.jpg\|500px]]		[[Image:conceptual.jpg\|500px]]
	*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized ~~achievment~~ tests.		*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievement tests.
	*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.		*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.
	**Students with low and medium-level conceptual knowledge at pretest tend to perform better with [[corrective self-explanation]] than [[typical self-explanation]]		**Students with low and medium-level conceptual knowledge at pretest tend to perform better with [[corrective self-explanation]] than [[typical self-explanation]]

Julie-Booth: /* Findings from Experiments 2 and 3: */

2009-05-04T18:35:11Z

Findings from Experiments 2 and 3:

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	*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievment tests.		*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievment tests.
	*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.		*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.
	**Students with ~~high~~-[[~~feature validity~~]] [[knowledge ~~components~~]] ~~may not require~~ [[corrective self-explanation]] ~~for success, and introduction of incorrect strategies in the exercises may actually impair learning~~.		**Students with low and medium-level conceptual knowledge at pretest tend to perform better with [[corrective self-explanation]] than [[typical self-explanation]]
			**Students with high conceptual knowledge at pretest perform better with [[typical self-explanation]] than [[corrective self-explanation]].

	===Explanation===		===Explanation===

Julie-Booth: /* Findings from Experiments 2 and 3: */

2009-05-04T18:20:52Z

Findings from Experiments 2 and 3:

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	=====Findings from Experiments 2 and 3:=====		=====Findings from Experiments 2 and 3:=====

	*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth & ~~Koedinger~~, ~~2009~~)		*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth, 2009; Booth, Koedinger, & Siegler, 2008)
	**Improved the number of problems solved by 10%, while control group improved by 5%. No significant differnence, but experimental group students did at least as well as the control students, even though they had less practice solving problems.		**Improved the number of problems solved by 10%, while control group improved by 5%. No significant differnence, but experimental group students did at least as well as the control students, even though they had less practice solving problems.
	[[Image:procedural.jpg\|500px]]		[[Image:procedural.jpg\|500px]]

Julie-Booth: /* Presentations/Publications */

2009-05-04T18:20:18Z

Presentations/Publications

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	=== Presentations/Publications===		=== Presentations/Publications===
			*Booth, J.L. (2009). Improving Algebra Learning in Real World Classrooms with Worked Examples and Self-Explanation. Paper presented at the Presidential Symposium entitled The New Learning Sciences at the annual meeting of the Eastern Psychological Association, Pittsburgh, PA, March 5-8, 2009.
	*Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.		*Booth, J.L., & Koedinger, K.R. (2008). Key misconceptions in algebraic problem solving. In B.C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th Annual Cognitive Science Society (pp. 571-576). Austin, TX: Cognitive Science Society.
	*Booth, J.L., Koedinger, K.R., & Siegler, R.S. (2008, July). Using self-explanation to improve algebra learning. Poster presented at the 30th annual meeting of the Cognitive Science Society, Washington, D.C.		*Booth, J.L., Koedinger, K.R., & Siegler, R.S. (2008, July). Using self-explanation to improve algebra learning. Poster presented at the 30th annual meeting of the Cognitive Science Society, Washington, D.C.

Julie-Booth: /* Findings from Experiments 2 and 3: */

2009-05-04T18:17:57Z

Findings from Experiments 2 and 3:

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	*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth & Koedinger, 2009)		*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth & Koedinger, 2009)
	**Improved the number of problems solved by 10%, while control group improved by 5%. No significant differnence, but experimental group students did at least as well as the control students, even though they had less practice solving problems.		**Improved the number of problems solved by 10%, while control group improved by 5%. No significant differnence, but experimental group students did at least as well as the control students, even though they had less practice solving problems.
	[[Image:procedural.~~png~~\|500px]]		[[Image:procedural.jpg\|500px]]
	**Improved their percent of conceptual questions answered correctly by 7% (control group ''decreased'' by 1%; p < .05)		**Improved their percent of conceptual questions answered correctly by 7% (control group ''decreased'' by 1%; p < .05)
	[[Image:conceptual.~~png~~\|500px]]		[[Image:conceptual.jpg\|500px]]
	*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievment tests.		*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievment tests.
	*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.		*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.

Julie-Booth: /* Findings */

2009-05-04T18:15:02Z

Findings

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	*Improvement in [[conceptual knowledge]] of the equals sign feature leads to more learning on the [[procedural]] problems than if that knowledge was not improved.		*Improvement in [[conceptual knowledge]] of the equals sign feature leads to more learning on the [[procedural]] problems than if that knowledge was not improved.

	=====Findings from ~~Experiment~~ 2~~(pilot)~~:=====		=====Findings from Experiments 2 and 3:=====

	*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth, Koedinger, ~~& Siegler, 2007b~~)		*Students who received any kind of [[self-explanation]] exercises show greater learning of procedural [[knowledge components]] for solving algebraic equations compared with students who did not get any type of [[self-explanation]] exercises ([[Ecological control group]]). (Booth & Koedinger, 2009)
	**Improved the number of ~~attempted~~ problems solved by 18% (control group ~~''decreased'' percent correct~~ by 17%)		**Improved the number of problems solved by 10%, while control group improved by 5%. No significant differnence, but experimental group students did at least as well as the control students, even though they had less practice solving problems.
	[[Image:~~Exp2results2~~.~~jpg~~\|500px]]		[[Image:procedural.png\|500px]]
	**~~Reduced the amount~~ of conceptual ~~errors made on problems~~ by 32% (control group ''~~increased~~'' ~~these errors~~ by 40%~~) (interaction significant at~~ p<.05)		**Improved their percent of conceptual questions answered correctly by 7% (control group ''decreased'' by 1%; p < .05)
	[[Image:~~Exp2results1~~.~~jpg~~\|500px]]		[[Image:conceptual.png\|500px]]
	*Recieving [[Corrective self-explanation]] exercises ~~may uniquely reduce student misconceptions about problem [[features]]~~		*Recieving [[Corrective self-explanation]] exercises leads to greater improvement in released items from standardized achievment tests.
	*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.		*[[Corrective self-explanation]] may affect students differently based on the amount and quality of their [[knowledge components]] prior to beginning the treatment.
	**Students with high-[[feature validity]] [[knowledge components]] may not require [[corrective self-explanation]] for success, and introduction of incorrect strategies in the exercises may actually impair learning.		**Students with high-[[feature validity]] [[knowledge components]] may not require [[corrective self-explanation]] for success, and introduction of incorrect strategies in the exercises may actually impair learning.