Learning argumentation skills through the use of prompts for self-explaining examples.

By Silke Schworm, Alexander Renkl. 2007

227 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/21983e3aabe8e65cfa639b67f1bc3f95fe42eb9f

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, unknown): “…Erduran, & Simon, 2004) to achieve student gains as shown in many research studies (Chin & Osborne, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006; Nussbaum, Sinatra, & Poliquin, 2008; Sampson, Grooms, & Walker, 2011; Schworm & Renkle, 2007; Simon, Erduran, & Osborne, 2006; Voss & Means, 1991).”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “…typically with various kinds of software and graphic organizers designed to help students identify and keep track of argument structure (Andriessen, Baker, & Suthers, 2003; Kollar, Fischer, & Slotta, 2007; Nussbaum, 2008; Nussbaum & Edwards, 2011; Schworm & Renkl, 2007; Suthers & Hundhausen, 2003).”
Toward an Instructionally Oriented Theory of Example-Based Learning (2014, background): “Relevance and effectiveness of examples Sweller and Cooper (1985) conducted seminal research on WEs in initial cognitive skill acquisition, arguing that the usual method of problem solving directs attention to search processes but not to aspects directly relevant to schema acquisition (i.”
The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, background): “…the effects of examples using less structured tasks such as, for example, learning to recognize designer styles (Rourke & Sweller, 2009), learning to collaboratively diagnose a patient and design a treatment plan (Rummel & Spada, 2005), or learning argumentation skills (Schworm & Renkl, 2007).”
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, background): “In their experiment on argumentation, Schworm and Renkl (2007) tested whether it was more effective to employ prompts focusing fully on the learning domain (i.e., argumentation) or to provide a mixture of both exemplifying-domain prompts and learning-domain prompts to foster the processing of both”
Five research-based heuristics for using video in pre-service teacher education (2013, background): “Providing a specifi c focus, a lens through which pre-service teachers can watch the videos, was found to alleviate some of the potential overload that novices face when watching video (Schworm & Renkl, 2007).”
Handbook of Research on Learning and Instruction (2011, background): “In addition to laboratory examinations of skill programming mechanisms, researchers also have studied skill learning on the field and gymnasium to define expertise as skill performance on more authentic performance tasks (Allard & Starkes, 1991).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “2005), learning argumentation skills (Schworm and Renkl 2007), learning to construct concept maps (Hilbert and Renkl 2009), learning to recognize designer styles”
Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “A number of studies have found promising learning effects by applying self-explanation to worked example study (Atkinson et al. 2003; Nokes-Malach et al. 2013; Renkl 2002; Schworm and Renkl 2007), so much so that Renkl (2005) included prompting or training self-explanation among a core set of princi”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “…that prompting principle-based self-explanations in a computer-based learning environment providing worked examples on probability led to favorable learning outcomes (for similar findings on selfexplanation prompts in example-based learning, see Conati & VanLehn, 2000; Schworm & Renkl, 2006, 2007).”
Framing for scientific argumentation (2012, background): “A variety of design studies have shown gains in argumentation as a result of this explicit instruction (Chin & Osborne, 2010; McNeill, Lizotte, Krajcik, & Marx, 2006; Sampson, Grooms, & Walker, 2011; Schworm & Renkle, 2007; Simon, Erduran, & Osborne, 2006; Voss & Means, 1991).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “More recently, researchers have begun to extend cognitive load theory to less algorithmic domains, such as written composition (Schworm & Renkl, 2007; Si & Kim, 2011; Zhu & Zhang, 2005).”