Corpus ID: 116864815

Not all Active Learning is Equal: Predicting and Explaining Improves Transfer Relative to Answering Practice Questions

  title={Not all Active Learning is Equal: Predicting and Explaining Improves Transfer Relative to Answering Practice Questions},
  author={Paulo F. Carvalho and Kody Manke and K. Koedinger},
  journal={Cognitive Science},
We compared students’ exam performance following one of two different types of active learning assignments. In one version students read text describing experimental evidence for the principle being studied. In the other version, students instead created a hypothesis and explanation, and then studied and explained the results. The content was matched across conditions. Students performed better in exams requiring generalization to novel situations, after providing hypotheses and explanations… Expand


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  • Psychology, Medicine
  • Journal of experimental psychology. Learning, memory, and cognition
  • 2010
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  • Perspectives on psychological science : a journal of the Association for Psychological Science
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  • Psychology, Medicine
  • Trends in Cognitive Sciences
  • 2006
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