Browsing by Author "Booth, Julie L."
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Item Let’s be rational: worked examples supplemented textbooks improve conceptual and fraction knowledge(Educational Psychology, 2022-11-13) Barbieri, Christina Areizaga; Booth, Julie L.; Chawla, KamalThe current study assessed whether adding worked examples with self-explanation prompts focused on making connections between mathematical principles, procedures, and concepts of rational numbers to a curriculum focused on invented strategies improves pre-algebra students’ fraction number line acuity, rational number concepts and procedures. Finally, the study assessed whether individual differences in prior knowledge of rational numbers moderate the effect of the textbooks. The experimental textbooks resulted in significantly greater improvements overall in fraction number line estimation skills than control textbooks. Further, example-supplemented textbooks were more effective than control textbooks at improving understanding of rational number concepts for those with low prior conceptual knowledge. Both textbooks were equally effective at improving procedural skills.Item Sketching and verbal self-explanation: Do they help middle school children solve science problems?(Applied Cognitive Psychology, 2022-06-27) Miller-Cotto, Dana; Booth, Julie L.; Newcombe, Nora S.Both sketching and self-explanation are widely believed to be effective for problem-solving in science learning. However, it is unclear which aspects of these strategies promote learning and how they might interact. Compared to a read-only baseline, we examined the impact of instructing 11-year-old students to solve science problems to sketch, self-explain, or both. Problems were either high spatial or low spatial. We coded elements and relations in their sketches and think-alouds. Self-explanation led to greater accuracy on problems, but only when used alone. Sketching had no effect, although showing more elements and relations in sketches was associated with higher accuracy and occurred more often for high spatial problems. Students may be more comfortable with self-explanation than with sketching and require encouragement or specific instruction to use sketching routinely for the benefits hypothesized to be associated with sketching to appear.