Worked examples - Revision history

Koedinger at 20:08, 24 May 2008

2008-05-24T20:08:57Z

← Older revision		Revision as of 20:08, 24 May 2008
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	There are 4 steps in this worked example solution.		There are 4 steps in this worked example solution.

	A large body of literature, much due to John Sweller (see relevant references below) and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.		A large body of literature, much due to John Sweller (see relevant references below) and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. See the [[worked example principle]]. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.

	A worked example is sometimes called a "model", particularly when presented by expert in face-to-face or video format. Such a demonstration is the first step in the model-scaffold-face approach recommended by Collins et al. (1989).		A worked example is sometimes called a "model", particularly when presented by expert in face-to-face or video format. Such a demonstration is the first step in the model-scaffold-face approach recommended by Collins et al. (1989).

Turadg: added a few more citations

2008-05-21T21:54:03Z

added a few more citations

← Older revision		Revision as of 21:54, 21 May 2008
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	* Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.		* Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
			* Hilbert, T., Schworm, S., & Renkl, A. (2004). Learning from worked-out examples: The transition from instructional explanations to self-explanation prompts. In P. Gerjets, J. Elen, R. Joiner, & P. Kirschner (Eds.), ''Instructional design for effective and enjoyable computer-supported learning'' (pp. 184-192). Tübingen: Knowledge Media Research Center.
			* Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. ''Computers & Education, 46'', 426-445
			* Schworm, S. & Renkl, A. (2002). Learning by solved example problems: Instructional explanations reduce self-explanation activity. In W. D. Gray & C. D. Schunn (Eds.), ''Proceeding of the 24th Annual Conference of the Cognitive Science Society'' (pp.816-821). Mahwah, NJ: Erlbaum
	* Sweller, J. (1999). ''Instructional design in technical areas.'' Australian Council for Education Press.		* Sweller, J. (1999). ''Instructional design in technical areas.'' Australian Council for Education Press.
	* Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. ''Cognition and Instruction, 2'', 59–89.		* Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. ''Cognition and Instruction, 2'', 59–89.
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	* Ward, M., & Sweller, J. (1990). Structuring effective worked examples. ''Cognition and Instruction, 7'', 1-39.		* Ward, M., & Sweller, J. (1990). Structuring effective worked examples. ''Cognition and Instruction, 7'', 1-39.
	* Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. ''Cognition and Instruction, 4''(3), 137-166.		* Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. ''Cognition and Instruction, 4''(3), 137-166.


	[[Category:Glossary]]		[[Category:Glossary]]

Bmclaren at 08:23, 14 March 2008

2008-03-14T08:23:32Z

← Older revision		Revision as of 08:23, 14 March 2008
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	A worked example is sometimes called a "model", particularly when presented by expert in face-to-face or video format. Such a demonstration is the first step in the model-scaffold-face approach recommended by Collins et al. (1989).		A worked example is sometimes called a "model", particularly when presented by expert in face-to-face or video format. Such a demonstration is the first step in the model-scaffold-face approach recommended by Collins et al. (1989).

	For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[~~Stoichiometry_Study~~ \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.		For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[McLaren_et_al_-_Studying_the_Learning_Effect_of_Personalization_and_Worked_Examples_in_the_Solving_of_Stoich_Problems \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.

	=== Sample References ===		=== Sample References ===

Koedinger: /* References */

2007-06-02T13:22:14Z

References

← Older revision		Revision as of 13:22, 2 June 2007
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	For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[Stoichiometry_Study \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.		For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[Stoichiometry_Study \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.

	=== References ===		=== Sample References ===

	* Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.		* Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.

Koedinger at 21:43, 10 April 2007

2007-04-10T21:43:58Z

← Older revision		Revision as of 21:43, 10 April 2007
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	A worked example is a problem plus the [[step]]s leading up to its solution. For instance, if the problem is "Solve 12+2*x=15 for x" then one worked example is:		A worked example is a problem plus the [[step]]s leading up to its solution. For instance, if the problem is "Solve 12+2*x=15 for x" then one worked example is:

	In order to solve 12+2*x=15 for x, we write		In order to solve 12+2*x=15 for x, we write
	; 2*x = 15-12		2*x = 15-12
	; 2*x = 3		2*x = 3
	; x = 3/2		x = 3/2
	; x = 1.5		x = 1.5

	There are 4 steps in this solution.		There are 4 steps in this worked example solution.

	A large body of literature, much due to John Sweller (see relevant references below) and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.		A large body of literature, much due to John Sweller (see relevant references below) and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.

Koedinger at 16:18, 10 April 2007

2007-04-10T16:18:38Z

← Older revision		Revision as of 16:18, 10 April 2007
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	~~Step~~-by-step solutions to problems presented in textual, graphical, or ~~video~~ format. Worked examples sometimes provide explanations of each step and sometimes withhold them so as to encourage student [[self-explanation]].		Worked examples are a kind of [[example]] involving step-by-step solutions to problems typically presented in textual, graphical, video, or face-to-face format. Worked examples sometimes provide explanations of each step and sometimes withhold them so as to encourage student [[self-explanation]].

	An worked example is a problem plus the [[step]]s leading up to its solution. For instance, if the problem is "Solve 12+2*x=15 for x" then one worked example is:		A worked example is a problem plus the [[step]]s leading up to its solution. For instance, if the problem is "Solve 12+2*x=15 for x" then one worked example is:

	In order to solve 12+2*x=15 for x, we write		In order to solve 12+2*x=15 for x, we write
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	There are 4 steps in this solution.		There are 4 steps in this solution.

	A large body of literature, much due to John Sweller and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.		A large body of literature, much due to John Sweller (see relevant references below) and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.

			A worked example is sometimes called a "model", particularly when presented by expert in face-to-face or video format. Such a demonstration is the first step in the model-scaffold-face approach recommended by Collins et al. (1989).

	For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[Stoichiometry_Study \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.		For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[Stoichiometry_Study \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.

			=== References ===

			* Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), ''Knowing, learning and instruction: Essays in honor of Robert Glaser'' (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
			* Sweller, J. (1999). ''Instructional design in technical areas.'' Australian Council for Education Press.
			* Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. ''Cognition and Instruction, 2'', 59–89.
			* Trafton, J. G., & Reiser, B.J. (1993). The contributions of studying examples and solving problems to skill acquisition. In M. Polson (Ed.), ''Proceedings of the Fifteenth annual conference of the Cognitive Science Society'' (1017-1022). Hillsdale, N.J.: Erlbaum.
			* Ward, M., & Sweller, J. (1990). Structuring effective worked examples. ''Cognition and Instruction, 7'', 1-39.
			* Zhu, X., & Simon, H. A. (1987). Learning mathematics from examples and by doing. ''Cognition and Instruction, 4''(3), 137-166.

	[[Category:Glossary]]		[[Category:Glossary]]

Koedinger at 15:58, 10 April 2007

2007-04-10T15:58:10Z

← Older revision		Revision as of 15:58, 10 April 2007
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	Step-by-step solutions to problems presented in textual, graphical, or video format. Worked examples sometimes provide explanations of each step and sometimes withhold them so as to encourage student [[self-explanation]].		Step-by-step solutions to problems presented in textual, graphical, or video format. Worked examples sometimes provide explanations of each step and sometimes withhold them so as to encourage student [[self-explanation]].

	~~A large body of literature, much due to John Sweller and his~~ [[~~cognitive load~~]] ~~theory~~, ~~has investigated~~ the ~~benefits of interleaving~~ worked ~~examples with problem-solving practice.~~		An worked example is a problem plus the [[step]]s leading up to its solution. For instance, if the problem is "Solve 12+2*x=15 for x" then one worked example is:

			In order to solve 12+2*x=15 for x, we write
			; 2*x = 15-12
			; 2*x = 3
			; x = 3/2
			; x = 1.5

			There are 4 steps in this solution.

			A large body of literature, much due to John Sweller and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice. Such interleaving seems to provide a good balance of [[assistance]] between assistance-giving examples and assistance-withholding problems.

			For illustrative studies see the [[Does learning from worked-out examples improve tutored problem solving? \| Renkl et al. study]] of faded worked-out examples in geometry and the [[Stoichiometry_Study \| McLaren et al. study]] of interleaved worked examples in Chemistry. A number of other studies involving manipulations in the distribution of, presentation of, or supporting instruction around worked examples can be found in the [[Coordinative Learning]] and [[Interactive Communication]] clusters.

	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Independent Variables]]		[[Category:Independent Variables]]
	[[Category:Coordinative Learning]]		[[Category:Coordinative Learning]]
			[[Category:Interactive Communication]]
	[[Category:PSLC General]]		[[Category:PSLC General]]

Koedinger at 13:07, 6 April 2007

2007-04-06T13:07:43Z

← Older revision		Revision as of 13:07, 6 April 2007
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	Step-by-step solutions to problems~~, together with explanations of each step,~~ presented in textual, graphical, or video format.		Step-by-step solutions to problems presented in textual, graphical, or video format. Worked examples sometimes provide explanations of each step and sometimes withhold them so as to encourage student [[self-explanation]].

			A large body of literature, much due to John Sweller and his [[cognitive load]] theory, has investigated the benefits of interleaving worked examples with problem-solving practice.


	[[Category:Glossary]]		[[Category:Glossary]]
			[[Category:Independent Variables]]
			[[Category:Coordinative Learning]]
	[[Category:PSLC General]]		[[Category:PSLC General]]
	~~[[Category:Coordinative Learning]]~~

Julie-Booth at 04:21, 28 March 2007

2007-03-28T04:21:13Z

New page

Step-by-step solutions to problems, together with explanations of each step, presented in textual, graphical, or video format.

[[Category:Glossary]]
[[Category:PSLC General]]
[[Category:Coordinative Learning]]