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1.
According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable difficulties and other problem-solving-first) frameworks suggest that scaffolded problem-solving activities (a generation phase) preceding explicit instruction enhance learners’ performance. The reported experimental study investigated the effectiveness of different levels of instructional guidance provided to students during the learning phase preceding explicit instruction in standard solution procedures in enhancing students’ engagement and transfer problem-solving skills. Specifically, the study compared partially-guided or unguided attempts at generating problem solutions as opposed to comprehensive guidance, in the form of a worked example. Levels of experienced cognitive load and learner motivation were evaluated in addition to delayed post-test performance scores. There were no differences between the three groups on the transfer post-test outcomes, even though the condition with fully-guided worked examples prior to the explicit instruction expectedly reduced cognitive load relative to the conditions without such guidance. There were also differences between the conditions on some sub-dimensions of the motivation scale. In general, the findings indicate that similar overall outcomes (delayed transfer performance) could be achieved by different sequences of instructional tasks aimed at achieving different sets of specific goals. 相似文献
2.
Lauren E. Margulieux Richard Catrambone Laura M. Schaeffer 《Instructional Science》2018,46(5):707-722
Originally intended as a replication study, this study discusses differences in problem solving performance among different domains caused by the same instructional intervention. The learning sciences acknowledges similarities in the learners’ cognitive architecture that allow interventions to apply across domains, but it also argues that each domain has characteristics that might affect how interventions impact learning. The present study uses an instructional design technique that had previously improved learners’ problem solving performance in programming: subgoal labeled expository text and subgoal labeled worked examples. It intended to replicate this effect for solving problems in statistics and chemistry. However, each of the experiments in the three domains had a different pattern of results for problem solving performance. While the subgoal labeled worked example consistently improved performance, the subgoal labeled expository text, which interacted with subgoal labeled worked examples in programming, had an additive effect with subgoal labeled worked examples in chemistry and no effect in statistics. Differences in patterns of results are believed to be due to complexity of the content to be learned, especially in terms of mapping problem solving procedures to solving problems, and the familiarity of tools used to solve problems in the domain. Subgoal labeled expository text was effective only when students learned more complex content and used unfamiliar problem solving tools. 相似文献
3.
In highly procedural problem solving, procedures are typically taught with context-independent expository text that conceptually describes a procedure and context-dependent worked examples that concretely demonstrate a procedure. Subgoal labels have been used in worked examples to improve problem solving performance. The effect of subgoal labels in expository text, however, has not been explored. The present study examined the efficacy of subgoal labeled expository text and worked examples for programming education. The results show that learners who received subgoal labels in both the text and example are able to solve novel problems better than those who did not. In addition, subgoal labels in the text appear to have a different, rather than an additive, effect on learners compared to subgoal labels in the example. Specifically, subgoal labels in the text appear to help the learner articulate the procedure, and subgoal labels in the example appear to help the learner apply the procedure. 相似文献
4.
This study compared the effects of worked example and problem‐solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem‐solving vs. worked examples) × 2 (individual vs. group study) design. Performance measures on numeric and reasoning abilities using both similar and transfer tasks were collected. The results indicated a significant superiority of the worked example approach in both the individual and group work settings. Supporting data revealed that students could understand the material more easily using worked examples than when solving problems. The experiment provided evidence that the advantage of using worked examples over solving problems extends to a group work context. 相似文献
5.
《International Journal of Educational Research》1999,31(7):591-609
In a computer-based learning environment (the simulation of a company) multiple learning contexts were established. Additionally, the learners were provided with a problem-solving guidance. In a second learning environment based on worked-out examples, multiple examples as well as a guidance for example elaboration were employed. Multiple examples only proved to be effective in fostering transfer performance when they were combined with the respective supporting means. However, without additional support, learners were overtaxed by multiple learning conditions. As a result, transfer performance was comparatively low. In order to optimize the two learning methods, learning by problem solving should be combined with worked-out examples. Moreover, learners should be supported with additional supporting means, such as expert comments and “instructional elaborations.” 相似文献
6.
《Learning and Instruction》2006,16(2):92-103
This study examined the effectiveness of a computer-based environment employing three example-based instructional procedures (example–problem, problem–example, and fading) to teach series and parallel electrical circuit analysis to learners classified by two levels of prior knowledge (low and high). Although no differences between the instructional procedures were observed, low prior knowledge learners benefited most from traditional example–problem pairs while their high prior knowledge counterparts benefited most from problem–example pairs. Overall, this study provides empirical support for the expertise reversal effect, which suggests that the effectiveness of certain instruction procedures in example-based learning environments depends upon the learners' level of prior knowledge. 相似文献
7.
The contradiction between the worked example effect that occurs when learners presented with more instructional guidance learn more than learners presented with less guidance and the generation effect that occurs when the reverse result is obtained can be resolved by the suggestion that the worked example effect is obtained using materials high in element interactivity, whereas simpler, low element interactivity materials result in the generation effect. A 2 (guidance: low vs. high) × 2 (element interactivity: low vs. high) × 2 (expertise: low vs. high) experiment investigated this hypothesis with high school trigonometry learners. On an immediate test, high guidance reflecting a worked example effect was found for novices, but a generation effect was obtained for more knowledgeable learners. In contrast, on a delayed test, a three-way interaction between guidance, element interactivity and expertise was found. This interaction was caused by a worked example effect for material high in element interactivity and a generation effect for material low in element interactivity for novices while for more knowledgeable learners, a generation effect was obtained for both low and high element interactivity materials. These results suggest firstly, that both the worked example and generation effects may be more likely on delayed than immediate tests and secondly, that the worked example effect relies on high element interactivity material while the generation effect relies on low element interactivity material. 相似文献
8.
Monitoring accuracy, measured by judgements of learning (JOLs), has generally been found to be low to moderate, with students often displaying overconfidence, and JOLs of problem solving are no exception. Recently, primary school children’s overconfidence was shown to diminish when they practised problem solving after studying worked examples. The current study aimed to extend this research by investigating whether practising problem solving after worked example study would also improve JOL accuracy in secondary education. Adolescents of 14–15 years old (N = 143) were randomly assigned to one of five conditions that differed in timing of JOLs, whether practice problems were provided, and timing of the practice problems provided: (1) worked examples – JOL, (2) worked examples – delay – JOL, (3) worked examples – practice problems – JOL, (4) worked examples – practice problems – delay – JOL or (5) worked examples – delay – practice problems – JOLs. Results showed that practice problems improved absolute accuracy of JOLs as well as regulation accuracy. No differences in final test performance were found. 相似文献
9.
Ron J. C. M. Salden Vincent Aleven Rolf Schwonke Alexander Renkl 《Instructional Science》2010,38(3):289-307
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method,
and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal
effect suggests that it is desirable to tailor the fading of worked examples to individual students’ growing expertise levels.
One lab and one classroom experiment were conducted to investigate whether adaptively fading worked examples in a tutored
problem-solving environment can lead to higher learning gains. Both studies compared a standard Cognitive Tutor with two example-enhanced
versions, in which the fading of worked examples occurred either in a fixed manner or in a manner adaptive to individual students’
understanding of the examples. Both experiments provide evidence of improved learning results from adaptive fading over fixed
fading over problem solving. We discuss how to further optimize the fading procedure matching each individual student’s changing
knowledge level. 相似文献
10.
Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献
11.
12.
Simulations with Elaborated Worked Example Modeling: Beneficial Effects on Schema Acquisition 总被引：3，自引：3，他引：0
Debra K. Meier Karl J. Reinhard David O. Carter David W. Brooks 《Journal of Science Education and Technology》2008,17(3):262-273
Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research
has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling
in a computer simulation practice activity on learning achievement among 39 undergraduate students within a classroom environment.
The students from one introductory forensic science course were randomly assigned to one of two groups that worked through
computer-based simulations containing worked example modeling conditions presented in varied order. The computer software
administered the modeled simulations, prior knowledge test, pretest, posttests, and a second domain test. Findings from this
study suggest that embedded worked example modeling within practice simulations can be an effective method for transfer of
learning with novice learners.
This article describes the dissertation study completed by Debra K. Meier under the guidance of David W. Brooks at the University
of Nebraska, Lincoln. 相似文献
13.
Research has demonstrated that instruction that relies more heavily on example study is more effective for novices’ learning than instruction consisting of problem solving. However, ‘a heavier reliance on example study’ has been implemented in different ways. For example, worked examples only (WE), example-problem pairs (WE-PS), or problem-example pairs (PS-WE) have been used. This study investigated the effectiveness of all three strategies compared to problem solving only (PS), using electrical circuits troubleshooting tasks; participants were secondary education students who were novices concerning those tasks. Based on prior research, it was hypothesized and confirmed that WE and WE-PS would lead to lower cognitive load during learning and higher learning outcomes than PS. In addition, the open questions of whether there would be any differences between WE and WE-PS, and whether there would be any differences between PS-WE and PS were explored. Results showed no differences between WE and WE-PS or between PS-WE and PS. This study can inform instructional designers on which example-based learning strategies to implement: it does not seem necessary to alternate example study and problem solving, but when doing so, example-problem pairs should be used rather than problem-example pairs. 相似文献
14.
H. Lee Swanson Cathy Lussier Michael Orosco 《Learning disabilities research & practice》2013,28(4):170-183
This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general‐heuristic (e.g., underline question sentence), visual‐schematic presentation (diagrams), general‐heuristic + visual‐schematic, and an untreated control. When compared to the control condition that included children with MD, an advantage at posttest was found for children with MD for the visual‐schematic‐alone condition on measures of problem solving and calculation accuracy, whereas all strategy conditions facilitated posttest performance in correctly identifying problem solving components. The results also suggested that strategy conditions drew upon different cognitive resources. The General‐heuristic condition drew primarily upon the executive component of working memory (WM), Visual‐schematic condition drew upon the visual component of WM and the combined strategies condition drew upon number processing skills. 相似文献
15.
认知学徒制教学模式是在教学开始前给学生提供专家系统,让其了解专家实践的思维过程,给学习者问题解决提供指导,为学习者高阶思维能力的培养创造了条件。探讨认知学徒制实施的步骤并以信息技术课程教学为例说明,能为学习者高阶思维能力培养的教学提供借鉴与参考。 相似文献
16.
Ron J. C. M. Salden Kenneth R. Koedinger Alexander Renkl Vincent Aleven Bruce M. McLaren 《Educational Psychology Review》2010,22(4):379-392
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach
than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software
designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals,
step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate
that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps
also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning,
but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a
basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons,
examples may help simply because they more quickly provide novices with information needed to induce generalized knowledge. 相似文献
17.
John V. Dempsey Richard Van Eck 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(5):585-600
Fifty‐eight graduate students in an education programme took a 40‐minute computer‐based instructional module on introductory statistics with a built‐in solicited guidance mechanism. Students were randomly assigned to programs that used one of four types of advisement: on‐screen digitised video of a human adviser, on‐screen text‐based adviser, pull‐down digitised video of a human adviser or pull‐down text‐based adviser. Results indicated that the on‐screen video‐based adviser condition resulted in higher adviser use than both the text‐based and video‐based pull‐down adviser conditions. Adviser use was significantly correlated with performance during instruction, with time spent during instruction and with television hours watched per week, but not with retention scores. Two non‐significant but suggestive findings were that the video‐based on‐screen advisers were used twice as much as text‐based on‐screen advisers, and active learners used advisement three times as often as passive learners. 相似文献
18.
The instructional effect of worked examples has been investigated in many research studies. However, most of them evaluated the overall performance of the participants in solving post-intervention problems, rather than individual step performance in multi-step problems. The two experiments reported in this article investigated the relations between using worked examples and individual step performance in solving isomorphic problems. In Experiment 1, the effect of worked examples was found for overall performance for novice learners, whereas this effect was gradually reduced from Step 1 (the most difficult one) at which the effect was the strongest, to Step 3 (the easiest one) at which the effect was the weakest or even disappeared. In Experiment 2, relatively more knowledgeable participants learned the same sets of materials, and no effect of worked examples was found for either overall performance or individual step performance. Learner levels of expertise and levels of element interactivity were used to explain the results. 相似文献
19.
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples, which needed to be studied or the equivalent problems, which needed to be solved. Because problem solving imposes a higher cognitive load for novices than does studying worked examples it was hypothesized that learning by solving problems would lead to better learning outcomes (effectiveness) and be more efficient for collaborative learners, whereas learning by studying worked examples would lead to better learning outcomes and be more efficient for individual learners. The results supported these crossover interaction hypothesis. Consequences of the findings for the design of individual and collaborative learning environments are discussed. 相似文献
20.
In order to facilitate the transition fromlearning from worked examples in earlier stagesof skill acquisition to problem solving inlater stages, it is effective to successivelyfade out worked solution steps – in comparisonto the traditional method of employingexample-problem pairs that is frequently usedin cognitive-load research. In the presentstudies, the learning processes and mechanismsthat occur when learning in a computer-basedlearning environment containing faded workedsolution steps were examined across twoexperiments. The first experiment showed thatthe position of the faded steps did notinfluence learning outcomes; instead,individuals learned most about those principlesthat were faded. This suggested that specificself-explanation activities are triggered byfaded steps. The second experiment investigatedthis hypothesis directly by collecting andanalyzing thinking-aloud protocols generated bythe learners during their interaction with thelearning environment. No effect on productivelearning events including self-explanationscould be found. It could, however, be shownthat fading is associated with fewerunproductive learning events and, thereby,lends itself to better learning outcomes. 相似文献