In:
Zeitschrift für Pädagogische Psychologie, Hogrefe Publishing Group, Vol. 23, No. 2 ( 2009-01), p. 129-138
Abstract:
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.
Type of Medium:
Online Resource
ISSN:
1010-0652
,
1664-2910
DOI:
10.1024/1010-0652.23.2.129
Language:
English
Publisher:
Hogrefe Publishing Group
Publication Date:
2009
detail.hit.zdb_id:
622972-4
detail.hit.zdb_id:
2076176-4
SSG:
5,2
SSG:
5,3
