Complex problem solving and worked examples. The role of prompting strategic behavior and fading-in solution steps.

Autor/inn/en	Schmidt-Weigand, Florian; Hänze, Martin; Wodzinski, Rita
Titel	Complex problem solving and worked examples. The role of prompting strategic behavior and fading-in solution steps.
Quelle	In: Zeitschrift für pädagogische Psychologie, 23 (2009) 2, S. 129-138Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652.23.2.129
Schlagwörter	Gedächtnis; Kognitiver Prozess; Kooperatives Lernen; Leistungsmotivation; Lernen; Lehrmethode; Benutzerführung; Kollaboration; Informationsverarbeitung
Abstract	Aimed to replicate previous findings that prompts, in combination with an incremental presentation procedure, lead to more problem-focused and regulation-focused communication between learning partners. Participants were 92 German 8th-grade students (50 % female, mean age 14.27 years) from the middle and lower school tracks who were paired up and presented with a physics problem. Prior knowledge was measured with items from the 3rd International Mathematics and Science Study (TIMSS) while learning experience (basic needs and perceived cognitive load) and outcome (retention and knowledge) were measured after the experiment via questionnaire. Pairs were randomly placed in 1 of 3 experimental conditions. A worked example was either (1) presented as a whole, (2) presented incrementally (only one solution step at a time), or (3) presented incrementally and accompanied by strategic prompts. Groups 1 and 2 were self-regulated. Results revealed that incremental presentation lead to a better learning experience, including a higher feeling of competence coupled with a lower cognitive load, compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted did students remember the correct solution more often and reproduce more solution steps. Future study considerations are suggested. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2010/2