Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worke example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizi...
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| Veröffentlicht in: | Educational psychology review 2010-12, Vol.22 (4), p.379-392 |
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| container_title | Educational psychology review |
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| creator | Salden, Ron J. C. M. Koedinger, Kenneth R. Renkl, Alexander Aleven, Vincent McLaren, Bruce M. |
| description | Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worke example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals, step-based immediate feedback, and context-sensitive hints. Results across eight studies in three different domains indicate that adding examples to Cognitive Tutors is beneficial, particularly for decreasing the instructional time needed and perhaps also for achieving more robust learning outcomes. These studies bolster the practical importance of examples in learning, but are also of theoretical interest. By using a stronger control condition than previous studies, these studies provide a basis for refining Cognitive Load Theory explanations of the benefits of examples. Perhaps, in addition to other reasons, examples may help simply because they more quickly provide novices with information needed to induce generalized knowledge. |
| doi_str_mv | 10.1007/s10648-010-9143-6 |
| format | Article |
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| ispartof | Educational psychology review, 2010-12, Vol.22 (4), p.379-392 |
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| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; Education Source; SpringerLink Journals - AutoHoldings |
| subjects | Analysis Child and School Psychology Classrooms Cognition & reasoning Cognitive Ability Cognitive Development Cognitive Processes Computer Assisted Instruction Computer programming Computer Software Computers Education Educational Psychology Educational Strategies Environment Evaluation Methods Experiential Learning Feedback (Response) Geometry Learning Learning and Instruction Machine learning Mathematical problems Mathematical theorems Outcomes of Education Problem Solving Prompting Reasoning Researchers Review Article REVIEW ARTICLES Short Term Memory Skill Development Teaching Methods Theories Thinking Skills Time on Task Tutoring Tutors |
| title | Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving |
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