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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] (current)
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 ===== Theory ===== ===== 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.+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. 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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 [[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.}}]] [[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.+Learners should be presented with a worked example of the procedure they'​re expected to learn **prior to trying to solve 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+Still, it should be 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.]]))   * "//​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.+This is due to the fact that even **worked examples can be badly designed** and not follow the [[research_results:principles and effects]] of proper instructional design ​(especially see: [[research_results:​expertise reversal effect]]).
 ===== Research status ===== ===== Research status =====
  
 +A recent research has systematically compared usage of worked examples, example-problem pairs, problem-example pairs and problem-solving,​ demonstrating that
  
 +  * "//​example study only and example-problem pairs were more effective and efficient than problem solving only and problem-example pairs.//"​(([[http://​www.sciencedirect.com/​science/​article/​pii/​S0361476X1000055X|van Gog, Tamara, Liesbeth Kester, and Fred Paas. Effects of worked examples, example-problem,​ and problem-example pairs on novice learning. Contemporary Educational Psychology 36, no. 3: 212-218, July 2011.]]))
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