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whether it is better to learn by studying only the diagram, or is it better to have the diagram plus some additional
elaborative text.
This round of research found that it was better not to have the additional text. The conceptual model with text
integrated into the model by itself was more effective at promoting understanding and ability to answer problem
solving questions. So—conceptual models alone (with text written on the models) are enough to promote learning.
Research by Richard Mayer, John Sweller, and others shows conceptual models are most effective
when they have the following characteristics. You will see examples of conceptual models with these
characteristics in class.
--Effective conceptual models organize ideas in a clear, step by step fashion.
--Effective conceptual models provide all the crucial information necessary for understanding.
--Effective conceptual models provide thorough explanations.
--Effective conceptual models integrate graphics or drawings with the text. There is no separate text.
D. Presenting Understandable Explanations
In most real-world situations, people need to learn knowledge that does not neatly fit into an already-existing
schema, and it may be too complex to fit neatly into a conceptual model. The question is: How do people learn
such knowledge. For example, how does a fifth grader who knows nothing about the American Revolution build up
a body of knowledge about the American Revolution?
Clear, understandable explanations are one important way in which these ideas are learned. In this section, I
will summarize some of the main findings about presenting understandable explanations to students. Most of the
relevant research is based on research on revising texts to make them more understandable. Although I think it is
reasoable to think that most or all of these ideas are generalizable to oral explanations, there is less research on
learning from oral explanations.
D1. How to Make Text Explanations More Understandable
The following table points out some problems with most texts and how to resolve them. The first three
are undoubtedly the most important, but after that, the issues are presented in no particular order.
Issue Problem with existing texts Solution
Students’
incomplete
prior
knowledge.
The text assumes that students know a lot
more than they really know. The texts have
lots of informational gaps that students can’t
fill in.Use highly explicit explanations, following
the examples in your outline. (You have 2
history examples and two science examples.)
The key is to anticipate what background
knowledge students have and then present
information that will help fill in the gaps in
their background knowledge.
Students’
contradictory
prior
knowledge.
The text does not take into account the fact
that students’ knowledge contradicts what is
in the text.When new ideas contradict old ideas,
present information that clearly states which
old ideas students have that are incorrect.Excessive
abstraction
The text is all abstract and lacks concrete
examples.Give lots of concrete examples.