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Published on: November 2, 2012
Learning by imagining.
G Cooper1, S Tindall-Ford, P Chandler
1School of Education, University of New South Wales, Sydney, N.S.W., 2052 Australia.
Journal of Experimental Psychology. Applied
|October 2, 2001
Summary
Imagining worked examples can enhance learning for students with prior knowledge, but may hinder those with less knowledge. This study compared studying versus imagining instructional strategies.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Instructional Design
Background:
- Traditional instructional strategies often involve studying worked examples.
- The potential benefits of alternative strategies, such as imagining, are less understood.
- Prior knowledge is a critical factor in how learners process information.
Purpose of the Study:
- To compare the effectiveness of studying worked examples versus imagining worked examples.
- To investigate the moderating role of prerequisite knowledge on learning outcomes.
- To determine conditions under which imagining can facilitate or impede learning.
Main Methods:
- Five experiments were conducted comparing two instructional strategies: studying worked examples and imagining worked examples.
- Participants' prior knowledge (prerequisite schemas) was assessed.
- Learning was measured by comparing performance between the two groups.
Main Results:
- Students with prerequisite schemas benefited more from imagining worked examples compared to studying.
- Students with less prior knowledge showed negative effects on learning when imagining compared to studying.
- Experimental results supported the hypotheses regarding the moderating effect of prior knowledge.
Conclusions:
- Imagining worked examples can be a powerful learning tool for knowledgeable students.
- The effectiveness of imagining as an instructional strategy is dependent on the learner's existing knowledge base.
- Learner-specific strategies, considering prior knowledge, are crucial for optimizing educational outcomes.
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