Active ingredients and factors for deep processing during an example-based training intervention     

Hefter  Markus H.  Berthold  Kirsten 《Learning Environments Research》2022,25(1):17-39

Learning Environments Research - In two experiments with German secondary school students (N1 = 43; N2 = 41), we aimed to analyze and optimize an effective learning...  相似文献   

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions     

Markus H. Hefter  Kirsten Berthold  Alexander Renkl  Werner Riess  Sebastian Schmid  Stefan Fries 《Instructional Science》2014,42(6):929-947

Argumentation skills play a crucial role in science education and in preparing school students to act as informed citizens. While processing conflicting scientific positions regarding topics such as sustainable development in the domain of ecology, argumentation skills such as evaluating arguments or supporting theories with evidence are beneficial for developing deep understanding and well-grounded conclusions. We developed a 50-min training intervention to foster argumentation skills in the domain of ecology on topics related to sustainable development and analyzed its effects in a control-group design: (a) training intervention to foster argumentation skills (n = 41), (b) no such training intervention (n = 42). Results showed that this short-term training intervention successfully fostered three components of argumentation skills (i.e., evaluative knowledge, generative knowledge, and argument quality) and declarative knowledge about argumentation. The positive effect on declarative knowledge was stable 1 week after the training and it was mediated by learning processes during the training intervention: self-explaining the principles of argumentation underlying the video-based examples mediated the effect on declarative knowledge 1 week after the training. In short, the training intervention is an effective instructional method to enhance argumentation skills as well as declarative knowledge about argumentation.  相似文献   

Training Interventions to Foster Skill and Will of Argumentative Thinking     

Markus H. Hefter  Alexander Renkl  Werner Riess  Sebastian Schmid  Stefan Fries  Kirsten Berthold 《Journal of Experimental Education》2018,86(3):325-343

Argumentative thinking requires not only the skill to apply argumentative strategies such as supporting theories with evidence but also the will to apply these strategies by considering argumentative thinking to be both reasonable and worthwhile. Focusing on direct instruction for the initial acquisition of both skill and will, we developed a new short-term computer-based training intervention. We tested its effects on learning processes and learning outcomes in an experimental study with 147 German high school students. Our intervention fostered facets of both skill (i.e. a declarative knowledge about argumentation) and will (i.e., epistemic orientation, intellectual values, and epistemic knowledge). We gained additional insights into learning mechanisms, such as the mediating effects of the learners' self-explanation activities and the advantage of addressing will before skill.  相似文献