scholarly journals Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences

2019 ◽  
Vol 90 (S1) ◽  
pp. 210-223 ◽  
Author(s):  
Ouhao Chen ◽  
Endah Retnowati ◽  
Slava Kalyuga
Keyword(s):  
Problem Solving ◽  
Element Interactivity ◽  
Worked Example

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
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.

scholarly journals Effects of Problem Solving after Worked Example Study on Primary School Children's Monitoring Accuracy

2014 ◽  
Vol 28 (3) ◽  
pp. 382-391 ◽  
Author(s):  
Martine Baars ◽  
Tamara van Gog ◽  
Anique de Bruin ◽  
Fred Paas
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Worked Example ◽  
Monitoring Accuracy

scholarly journals An Analysis of the Statistics Content in Nepali School Textbooks

2019 ◽  
Vol 4 (4) ◽  
pp. 21-34
Author(s):  
Dustin L. Jones ◽  
Deepak Basyal
Keyword(s):  
Problem Solving ◽  
Statistical Problem ◽  
The Other ◽  
Mathematics Textbooks ◽  
Text Book ◽  
Worked Example ◽  
Analysis Phase ◽  
Mathematical Calculation ◽  
Analyse Data ◽  
Problem Solving Process

To determine the nature and extent of the statistics content that Nepali students may learn in school, we examined mathematics textbooks for grades 4-10 from five different publishers. All of the tasks in each statistics chapter were examined, for a total of 1755 tasks across 35 textbooks. Each task was classified according to the phases of the statistical problem-solving process (formulate questions, collect data, analyse data, interpret results) that were addressed. Nearly every task required students to analyse data; the other phases were rarely addressed. Additionally, tasks addressing the analysis phase were coded according to analysis activities; the majority of these tasks required students to read a display and perform a mathematical calculation. For each series, at least two-thirds of the statistics tasks followed a similar worked example. Based on these findings, we offer recommendations for teachers, text book writers, and the Curriculum Development Centre.

scholarly journals When Instructional Guidance is Needed

2016 ◽  
Vol 33 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Test Performance ◽  
Worked Examples ◽  
School Students ◽  
Element Interactivity ◽  
Worked Example ◽  
Learning Tasks ◽  
Instructional Guidance ◽  
Equivalent Problems ◽  
Facilitated Learning ◽  
Better Than

Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

scholarly journals Efektivitas worked example dengan strategi pengelompokan siswa ditinjau dari kemampuan pemecahan masalah dan cognitive load

2019 ◽  
Vol 6 (1) ◽  
pp. 62-74
Author(s):  
Muhammad Ferry Irwansyah ◽  
Endah Retnowati
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Strategies ◽  
Worked Example ◽  
Grouping Strategy ◽  
Significant Difference ◽  
Grouping Students ◽  
8Th Grade ◽  
Problem Solving Strategies ◽  
Study Participants

Pada penelitian ini bertujuan untuk mendeskripsikan dan membandingkan efektivitas strategi pembelajaran worked example dan problem solving dengan strategi pengelompokan siswa (kolaboratif dan individual) ditinjau dari kemampuan pemecahan masalah dan cognitive load. Penelitian ini melibatkan 64 siswa kelas 8 sebagai partisipan penelitian yang dibagi menjadi empat kelompok secara acak dengan menggunakan desain eksperimen 2 × 2 (worked example vs. problem solving) × kolaboratif vs. individual). Hasil penelitian ini mengindikasikan bahwa tidak terdapat perbedaan signifikan penerapan strategi worked example dengan pengelompokan kolaboratif dan individual ditinjau dari kemampuan pemecahan masalah. Ditinjau dari cognitive load, strategi worked example efektif ketika siswa belajar individual, namun tidak efektif ketika siswa belajar secara kolaboratif. Ketika siswa belajar secara individual, strategi worked example dapat mengaktifkan cognitive load lebih rendah daripada strategi problem solving, sedangkan ketika siswa belajar secara kolaboratif, strategi worked example dan problem solving tidak berbeda dalam mereduksi cognitive load. The effectiveness of worked example with students’ grouping strategy viewed from problem-solving abilities and cognitive load AbstractThe study aimed to describe and compare the effectiveness of learning strategies (worked example and problem-solving) with the strategy of grouping students (collaborative and individual) viewed from problem-solving abilities and cognitive load. There were 64 of 8th-grade students as study participants divided into four groups randomly using experimental design 2 × 2 (worked example vs. problem-solving × collaborative vs. individual). The results of the study indicate that there is no significant difference implementation of worked example strategy between the collaborative strategies and individuals viewed from problem-solving abilities. Viewed from the cognitive load, the worked example strategy was effective when students learn individually, but it was not effective when students learn collaboratively. When students learn individually, worked example strategies could activate cognitive load lower than problem-solving strategies, whereas when students learn collaboratively, worked example strategies and problem-solving were no different in reducing cognitive load.

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