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--- research_results:worked_examples_effect [2011/09/13 13:18]
jpetrovic [Practice]
+++ research_results:worked_examples_effect [2023/06/19 18:03]
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-====== Worked Examples Effect ======
-===== Theory =====
-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.
-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.
-===== Practice =====
-[[http://www.purplemath.com/modules/solvquad6.htm|{{ :images:quadratic_equation.gif?direct&|A worked example of the quadratic equation formula. Image borrowed and edited from: http://www.purplemath.com/modules/solvquad6.htm. Click on the picture to follow the link.}}]]
-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.
-Still, it is noted that under some conditions
-  * "//worked examples are no more effective, and possibly less effective, than solving problems.//"(([[http://www.tandfonline.com/doi/abs/10.1207/s1532690xci0701_1|Ward, Mark, and John Sweller. Structuring Effective Worked Examples. Cognition and Instruction 7: 1-39, 1990.]]))
-This is due to the fact that even worked examples can be badly designed and not follow the [[research_status:principles and effects]] of proper instructional design.
-===== Research status =====

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