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- W2552743304 abstract "Abstract Learning from direct instruction can be enhanced by preparatory invention tasks: students invent an index that allows to differentiate a set of cases regarding important aspects (self-regulated). However, contradictory results have been found. As self-regulated activities often need practice, we tested whether the contradictory findings persist when students can practice inventing. We randomly assigned 99 eighth-grade students to two conditions (independent variable): they either invented twice (self-regulated; n = 49) or worked through worked solutions of the two tasks (guided; n = 50) before learning about ratios in physics from a lecture. Extraneous load, deep-structure recall, knowledge-gap perception, and self-efficacy were potential mediators. Transfer was the dependent measure. Guidance led to less extraneous load. However, self-regulation led to higher transfer because the students devoted more attention to the deep structure of the preparation tasks. Our findings suggest that—given some practice—self-regulated outperforms guided preparation for learning from direct instruction." @default.
- W2552743304 created "2016-11-30" @default.
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- W2552743304 date "2017-10-01" @default.
- W2552743304 modified "2023-09-24" @default.
- W2552743304 title "Learning from direct instruction: Best prepared by several self-regulated or guided invention activities?" @default.
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- W2552743304 doi "https://doi.org/10.1016/j.learninstruc.2016.11.002" @default.
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