scholarly journals A Laboratory Study of Student Usage of Worked-example Videos to Support Problem Solving

2016 ◽  
Author(s):  
Edward Berger ◽  
Michael Wilson
Keyword(s):  
Problem Solving ◽  
Laboratory Study ◽  
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 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.

scholarly journals Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy

2015 ◽  
Vol 27 (2) ◽  
pp. 265-289 ◽  
Author(s):  
Tamara van Gog ◽  
Liesbeth Kester ◽  
Kim Dirkx ◽  
Vincent Hoogerheide ◽  
Joris Boerboom ◽  
...  
Keyword(s):  
Problem Solving ◽  
Worked Example

scholarly journals Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

2016 ◽  
Vol 37 (7) ◽  
pp. 810-834 ◽  
Author(s):  
Martine Baars ◽  
Tamara van Gog ◽  
Anique de Bruin ◽  
Fred Paas
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Worked Example ◽  
Monitoring Accuracy
Sign in / Sign up

Export Citation Format

Share Document