ERIC Number: EJ1402965
Record Type: Journal
Publication Date: 2023
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: EISSN-1469-5820
Available Date: N/A
The Effect of Worked Examples on Learning Solution Steps and Knowledge Transfer
Ouhao Chen; Endah Retnowati; BoBo Kai Yin Chan; Slava Kalyuga
Educational Psychology, v43 n8 p914-928 2023
The worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge retention. This paper, using multiple-step mathematics problems, reports an experiment investigating the micro level of the worked example effect on learning solution steps, from the perspective of cognitive load and challenge (as a relevant affective, motivational factor), testing the worked example effect with a transfer test. The results favoured worked examples on both the retention and transfer tests after learning and showed that using worked examples would reduce cognitive load and impose less challenge on each step during learning.
Descriptors: Cognitive Ability, Problem Solving, Transfer of Training, Retention (Psychology), Mathematics Instruction, Difficulty Level, Mathematics Tests, Teaching Methods, Secondary School Students, Learning Processes
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A