Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (4): 539-545.doi: 10.16187/j.cnki.issn1001-4918.2021.04.10

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The Effects of Prior Knowledge and Design Method on Learning Rules of Fraction Multiplication

QU Kejia1,2, LIU Yingying1   

  1. 1. School of Psychology, Liaoning Normal University, Dalian 116029;
    2. Collaborative Innovation Center for Healthy Personality Assessment and Training of Children and Adolescents, Liaoning Normal University, Dalian 116029
  • Published:2021-07-26

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Abstract: The current study explored the effects of prior knowledge and different design methods on example learning by three experiments. There were a total of 240 6th grade students who participated in the experiments. In Experiment 1, we investigated the effects of students' prior knowledge on learning fractional multiplication by single-content examples and double-content examples. In Experiment 2, in order to examine the effect of "Mark Method", two groups of students with low prior knowledge learned double-content examples designed with "Mark method" and common examples respectively. In experiment 3, we compared the effect of examples designed with "Mark+Annotation Method" and common double-content examples. The results were as follows:(1) There were no significant differences on the post-test performance between students with high prior knowledge in learning single-content examples and double-content examples; (2)Students with low prior knowledge performed better by learning single-content examples than by double-content examples; (3) For students with low prior knowledge, there was no significant difference on the post-test performance between the "Mark method" example group and the common example group, whereas those students learning examples designed by "Mark+Annotation Method" performed significantly better. These findings suggest that the examples learning effects were affected by prior knowledge level. Besides, students with low prior knowledge benefits from double-content examples designed by "Mark+Annotation Method", not examples designed with "Mark method".

Key words: worked-example learning, double-content examples, prior knowledge, worked-example design

CLC Number: 

  • G442
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