The Influence Of The Difficult Of Knowledge And The Way Of Learning On College Students' Effect Of Example-based Learning

Nowadays,it is a common phenomenon for students to keep doing exercises.Keeping doing exercises is to learn examples,summarize the steps and rules of problem solving,and then practice.Actually,keeping doing exercises is examples-based learning,or rather,this is complete examples-based learning.Examples-based learning began in the 1980 s,which the examples are complete.It is found that the complete examples can reduce the cognitive load,but it is not conducive to the active construction of knowledge.Later,the researchers promoted the learners to actively learn the examples by changing the types of examples,such as designing incorrect examples,incomplete examples,examples with self-explanation,but they also found that it was not conducive to the learning of learners with lower academic achievement.Then it turned to the studies of different learning forms(individual learning or collaborative learning).At the same times,people have a question that collaborative learning is better than the individual learning whether the knowledge is simple or not.Based on the lack of existing studies on examples-based learning,this study wants to investigate the effectiveness of individual and collaborative examples-based learning for different difficulty of knowledge.Based on this and combined with the existing research results of incomplete example and collaborative learning,this study further explore the effectiveness of incomplete examples by collaborative learning and complete examples by collaborative learning for difficult knowledge,which is better.Experiment 1 consists of two sub-experiments: experiment1 A and experiment1 B,which discussed the influence of the difficult of knowledge and learning forms for examples-based learning.In experiment 1A,53 junior psychology majors were selected and a 2(knowledge difficulty: sample,difficult)×2(learning form:individual learning,collaborative learning)design of two factors mixed experiment were used and each group is tried to learn a example of simple knowledge and difficult knowledge respectively.The results shows that(1)collaborative examples-based learning can improve the actively construction behavior;(2)for simple knowledge,the learning results of collaborative examples-based learning is significantly better than that of the individual learning,but there was no significantly different in the learning results and learning progress between the two groups for difficult knowledge.Because each subjects needed to learn 2 examples only in experiment 1A,the lack of examples may lead to no significant difference in cognitive load and learning results between the two groups.Therefore,in experiment 1B,each subjects needed to learn 6 examples(3 simple knowledge and 3 difficult knowledge).In this experiment,62 senior psychology majors were selected,and the experimental design was same as the experiment 1A.The results shows that(1)when they learned the examples of simple knowledge,the cognitive load of individual learning was significantly lower than that of collaborative learning,but there was no difference on learning results between them;(2)when they learned difficult knowledge,the cognitive load of collaborative learning was lower than that of individual learning,and the learning result,learning progress,and learning efficiency of collaborative learning was higher than that of individual learning.On the basis of experiment 1B,experiment 2 discussed the learning effect of complete examples-based learning and incomplete example-based learning for difficult knowledge.In experiment 2,48 sophomore psychology subjects were selected,and the single-factor between group design.The results shows that(1)there was no significant difference on the number of paraphrase,simple explanation,wrong explanation,question,the feedback of estimating right or wrong and the elaborating feedback between the two groups,and that there was significantly difference on the number of deep explanation and inference between the two groups;(2)the learning results,learning progress and learning efficiency of incomplete examples-based learning by collaborative is better than that of learning complete example.In summary,the conclusions of this study were that(1)whether it is the examples of simple or difficult knowledge,whether it is complete or incomplete,the collaborative learning can promote the learners to produce more active constructive behavior,and promote learners' understanding of the examples,and improve learners' learning progress.(2)In the case of few examples,whether learning simple or difficult knowledge,the learning forms has no effect on the learning effect,and the difficulty of knowledge has no effect on the learning effect.But the cognitive load of learning simple knowledge is higher than that learned difficulty knowledge.In the case of more examples,for simple knowledge,there no significant difference on learning effect between the examples-based learning by individual and collaborative;for difficult knowledge,the effect of examples-based learning by collaborating is better than that of individual learning.(3)For difficult knowledge,the cognitive load of complete examples by collaborating is not different form that of incomplete example by collaborating,but the effect of incomplete examples by collaborating is better.