Open Universiteit

Please use this identifier to cite or link to this item:
Title: Instructional Support for Novice Law Students: Reducing Search Processes and Explaining Concepts in Cases
Authors: Nievelstein, Fleurie
Van Gog, Tamara
Van Dijck, Gijs
Boshuizen, Els
Keywords: legal reasoning
law students
instructional support
cognitive demands
Issue Date: 9-Jun-2010
Abstract: Reasoning about legal cases is a complex skill that imposes a high working memory load,especially for novice students. Not only do novices lack necessary conceptual knowledge,searching through the information sources that are used during reasoning can also be assumed to impose a high additional working memory load that does not contribute to learning. Therefore, this study investigated the effects of supporting novice law students’ learning by a) providing the meaning of important concepts in the case, and b) reducing the search process by providing a condensed (relevant articles only) rather than a complete civil code. Results show that performance on a test case (for which they had to use the complete civil code) was significantly better for participants who had used the condensed civil code during learning. Performance on a conceptual knowledge posttest was significantly enhanced when students had received the concept explanations during learning.
Description: Nievelstein, F., Van Gog, T., Van Dijck, C., & Boshuizen, H. P. A. (2011). Instructional support for novice law students: Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology, 25(3), 408-413. doi:10.1002/acp.1707
Appears in Collections:1. LC: Publications and Preprints

Files in This Item:
File Description SizeFormat 
ACP_resubmission2=DEF 21-40-05.pdfArticle ACP163.92 kBAdobe PDFView/Open
ACP_resubmission2=DEF 21-40-05.2.pdfArticle ACP table49.18 kBAdobe PDFView/Open

This item is licensed under a Creative Commons License Creative Commons