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research_results:worked_examples_effect [2011/09/13 12:39] jpetrovic [Practice] |
research_results:worked_examples_effect [2023/06/19 18:03] |
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- | ====== Worked Examples Effects ====== | ||
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- | ===== Theory ===== | ||
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- | The worked examples effect was first introduced in 1985(([[http://www.tandfonline.com/doi/abs/10.1207/s1532690xci0201_3|Sweller, John, and Graham Cooper. The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction 2: 59-89, 1985.]])) suggesting positive effects of providing a learner with an example of the problem solution before requiring him to solve one on his own. | ||
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- | This suggestion is contrary to many [[learning_paradigms:constructivism|constructivist]] [[instructional_design:discovery learning]] methods which suggest a learner should try to solve the problem by himself. [[learning_theories:Cognitive load theory]] on the other hand suggests that searching for the problem solution places unnecessary load on the learner's mind preventing him from learning. A worked example will remove the load of searching for a solution and enable easier acquisition of basic steps leading to the solution. | ||
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- | ===== Practice ===== | ||
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- | {{ :images:quadratic_equation.gif?direct&|}} | ||
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- | Learners should be presented with a worked example of the procedure they're expected to learn prior to trying to solving a problem which requires that procedure. For example, when teaching learners the formula for calculating roots of a quadratic formula, learners should first be provided with a worked example of using the formula, and then try to solve a problem on their own. | ||
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- | ===== Research status ===== | ||
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