Classifying Examples is More Effective for Learning Relational Categories Than Reading or Generating Examples

Abstract Successful teaching requires that student teachers acquire a conceptual understanding of practices. A promising way to promote such is provide with examples. We conducted 3 (between-subjects factor example format : reading, generation, classification) x 4 (within-subjects type knowledge facts, concepts, principles, procedures) experiment N = 83 examine how different formats learning examples influence the acquisition relational categories in context lesson planning. Classifying provided was more effective for than reading or generating new At same time, made no difference learning. However, resulted overly optimistic judgments whereas classifying led rather accurate Regardless format, complex were difficult learn less categories. The findings indicate an form Generating examples, however, might be detrimental early phases concept acquisition. In addition, should adapted complexity covered