What works with worked examples: Extending self-explanation and analogical comparison to synthesis problems

Ryan Badeau; Daniel R. White; Bashirah Ibrahim; Lin Ding; Andrew F. Heckler

doi:10.1103/physrevphyseducres.13.020112

What works with worked examples: Extending self-explanation and analogical comparison to synthesis problems

Physical Review Physics Education Research ◽

10.1103/physrevphyseducres.13.020112 ◽

2017 ◽

Vol 13 (2) ◽

Cited By ~ 1

Author(s):

Ryan Badeau ◽

Daniel R. White ◽

Bashirah Ibrahim ◽

Lin Ding ◽

Andrew F. Heckler

Keyword(s):

Worked Examples ◽

What Works ◽

Analogical Comparison

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What Works?

ASHA Leader ◽

10.1044/leader.scm1.12052007.10 ◽

2007 ◽

Vol 12 (5) ◽

pp. 10-10

Author(s):

Wayne A. Secord

Keyword(s):

What Works

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Raynaud's, Ischemic Finger: What Works, What Doesn't

Skin & Allergy News ◽

10.1016/s0037-6337(11)70129-2 ◽

2011 ◽

Vol 42 (3) ◽

pp. 38

Author(s):

BRUCE JANCIN

Keyword(s):

What Works

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Complex Problem Solving and Worked Examples

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.23.2.129 ◽

2009 ◽

Vol 23 (2) ◽

pp. 129-138 ◽

Cited By ~ 16

Author(s):

Florian Schmidt-Weigand ◽

Martin Hänze ◽

Rita Wodzinski

Keyword(s):

Problem Solving ◽

Cognitive Load ◽

Learning Experience ◽

Worked Examples ◽

Complex Problem ◽

Complex Problem Solving ◽

Strategic Learning ◽

Learning Behavior ◽

Worked Example ◽

8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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