Difference between revisions of "Worked examples"
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| − | + | 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]]. | |
| − | + | 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 | ||
| Line 11: | Line 11: | ||
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]] | ||
Revision as of 16:18, 10 April 2007
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.
A worked example is a problem plus the steps 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 (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 Renkl et al. study of faded worked-out examples in geometry and the 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.
