A Test of the Testing Effect: Acquiring Problem-Solving Skills from Worked Examples

Autor/inn/en	van Gog, Tamara; Kester, Liesbeth
Titel	A Test of the Testing Effect: Acquiring Problem-Solving Skills from Worked Examples
Quelle	In: Cognitive Science, 36 (2012) 8, S.1532-1541 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12002
Schlagwörter	Testing; Problem Solving; Skill Development; Study; Retention (Psychology); College Students; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Problemlösen; Kompetenzentwicklung; Qualifikationsentwicklung; Studies; Studium; Merkfähigkeit; Collegestudent; Ausland; Niederlande
Abstract	The "testing effect" refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem-solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples are an effective and efficient way of acquiring problem-solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5 min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1 week. These findings suggest the testing effect might not apply to acquiring problem-solving skills from worked examples. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10