Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

Autor/inn/en	Salden, Ron J. C. M.; Koedinger, Kenneth R.; Renkl, Alexander; Aleven, Vincent; McLaren, Bruce M.
Titel	Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving
Quelle	In: Educational Psychology Review, 22 (2010) 4, S.379-392 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-010-9143-6
Schlagwörter	Feedback (Response); Computer Assisted Instruction; Problem Solving; Tutors; Educational Strategies; Teaching Methods; Computer Software; Outcomes of Education; Evaluation Methods; Cognitive Development; Theories + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Problemlösen; Förderlehrer; Lehrender; Tutor; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Kognitive Entwicklung; Theory; Theorie
Abstract	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 worked 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. (Contains 1 table and 3 figures.) (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10