Toward an Instructionally Oriented Theory of Example-Based Learning

Autor/in	Renkl, Alexander
Titel	Toward an Instructionally Oriented Theory of Example-Based Learning
Quelle	In: Cognitive Science, 38 (2014) 1, S.1-37 (37 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12086
Schlagwörter	Learning; Learning Theories; Observational Learning; Logical Thinking; Skill Development; Learning Processes + Suchen Sie Ihr Suchwort? Lernen; Learning theory; Lerntheorie; Imitationslernen; Kompetenzentwicklung; Qualifikationsentwicklung; Learning process; Lernprozess
Abstract	Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10