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When and how often should worked examples be given to students? New results and a summary of the current state of research
10 references·7 citing·35 second hop
When and how often should worked examples be given to students? New results and a summary of the current state of research (2008)When and how often should worked examples…Knowing, Learning, and Instruction (2018)Knowing, Learning, and Instru…Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics (2018)Cognitive Apprenticeship: Tea…Constructivism in Education (2012)Constructivism in EducationWhy Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (2003)E-learning and the science of…When problem solving is superior to studying worked examples. (2001)When problem solving is super…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. (1992)Training strategies for attai…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments (2015)The efficiency of worked exam…Learning from video modeling examples: does gender matter? (2015)Learning from video modeling …How much is too much? Learning and motivation effects of adding instructional explanations to worked examples (2013)How much is too much? 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(1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Cognitive Load During Problem Solving: Effects on Learning (1988)Multimedia Learning (2002)Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Effects of pairs of problems and examples on task performance and different types of cognitive load (2013)Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Focus on Formative Feedback (2008)Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Development of an instrument for measuring different types of cognitive load (2013)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Implications for educational practice of the science of learning and development (2019)Situated Cognition and the Culture of Learning (1989)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)A review of research on teacher beliefs and practices (1996)An instructional model for web‐based e‐learning education with a blended learning process approach (2005)Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment: Relationships and critical factors (2007)The myths of the digital native and the multitasker (2017)The Expertise Reversal Effect (2003)Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010)Cognitive Architecture and Instructional Design: 20 Years Later (2019)The Four-Phase Model of Interest Development (2006)Conceptual change: A powerful framework for improving science teaching and learning (2003)Orchestrating Productive Mathematical Discussions: Five Practices for Helping Teachers Move Beyond Show and Tell (2008)Boundary Crossing and Boundary Objects (2011)
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References

  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 2018Cognitive Apprenticeship: Teaching the Crafts of Reading, Writing, and Mathematics3,674 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 2003E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning2,257 cited
  • 1992Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach.2,149 cited
  • 2018Knowing, Learning, and Instruction1,810 cited
  • 2012Constructivism in Education1,401 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 2001When problem solving is superior to studying worked examples.548 cited

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  • 2015The efficiency of worked examples compared to erroneous examples, tutored problem solving, and problem solving in computer-based learning environments105 cited
  • 2013Eye Tracking as a Tool to Study and Enhance Cognitive and Metacognitive Processes in Computer-Based Learning Environments105 cited
  • 2010Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

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96 cited
  • 2012The worked example and expertise reversal effect in less structured tasks: Learning to reason about legal cases87 cited
  • 2015Learning from video modeling examples: does gender matter?86 cited
  • 2011When Is It Best to Learn with All Worked Examples?63 cited
  • 2013How much is too much? Learning and motivation effects of adding instructional explanations to worked examples63 cited