research_results:worked_examples_effect
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research_results:worked_examples_effect [2011/09/13 13:46] jpetrovic [Research status] |
research_results:worked_examples_effect [2023/06/19 18:03] (current) |
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| * "//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_results: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 | 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.]])) | + | * "//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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