The Relative Merits of Explicit and Implicit Learning of Contrasted Algebra Principles
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Open access
Date
2018-06Type
- Journal Article
Abstract
Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We presented algebraic addition and multiplication problems to 153 sixth graders randomly assigned to two conditions. Students in the explicit learning condition had to verbally compare contrasted algebra problems. Students in the implicit learning condition had to generate and solve new problems. On three follow-up tests over 10 weeks, students in the explicit learning condition exhibited better problem-solving knowledge than students in the implicit learning condition, as well as some advantages in verbal concept knowledge. Implicit learning showed some advantages on not directly taught but incidentally learned aspects. Overall, this outcome favors the explicit learning of concepts. Explicit comparison fostered student performance on non-verbal and verbal measures, indicating that verbalization facilitates effective comparison. Show more
Permanent link
https://doi.org/10.3929/ethz-b-000199718Publication status
publishedExternal links
Journal / series
Educational Psychology ReviewVolume
Pages / Article No.
Publisher
SpringerSubject
Explicit comparison; Problem solving; Explicit and implicit learning; Verbal explanation; Mathematics learningOrganisational unit
03753 - Stern, Elsbeth / Stern, Elsbeth
09590 - Kapur, Manu / Kapur, Manu
Notes
It was possible to publish this article open access thanks to a Swiss National Licence with the publisher.More
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