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Learning by Solved Example Problems: Instructional Explanations Reduce Self-Explanation Activity
11 references·0 citing·49 second hopsampled
Learning by Solved Example Problems: Instructional Explanations Reduce Self-Explanation Activity (2019)Learning by Solved Example Problems: Inst…Learning from Examples: Instructional Principles from the Worked Examples Research (2000)Learning from Examples: Instr…Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations (1998)Learning to Solve Compare Wor…Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations (1998)Learning from Worked-Out Exam…Cognitive Architecture and Instructional Design (1998)Cognitive Architecture and In…Learning from Worked‐Out Examples: A Study on Individual Differences (1997)Learning from Worked‐Out Exam…Generalizing solution procedures learned from examples. (1996)Generalizing solution procedu…Structuring Effective Worked Examples (1990)Structuring Effective Worked …Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Preschool children can learn to transfer: Learning to learn and learning from example (1988)Preschool children can learn …Guidance during mathematical problem solving. (1988)Guidance during mathematical …Feedback in Written Instruction (1977)Feedback in Written Instructi…A Coefficient of Agreement for Nominal Scales (1960)Schema induction and analogical transfer (1983)How to Study Thinking in Everyday Life: Contrasting Think-Aloud Protocols With Descriptions and Explanations of Thinking (1998)Evolution of human cognitive architecture (2003)Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Cognitive Skills and Their Acquisition (2013)Perception in chess (1973)Cognitive Load During Problem Solving: Effects on Learning (1988)Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004)Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks (2020)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Structure‐Mapping: A Theoretical Framework for Analogy* (1983)Strategies of Discourse Comprehension (1985)The Impact of Differential Expenditures on School Performance (1989)An effective metacognitive strategy: learning by doing and explaining with a computer-based Cognitive Tutor (2002)Learning and transfer: A general role for analogical encoding. (2003)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Focus on Formative Feedback (2008)Cognitive Load Theory (2011)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)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)Educational Psychology: A Cognitive View (1968)Human Problem Solving (1972)The Role of Working Memory in Problem Solving (2003)Having the Memory of an Elephant: Long-Term Retrieval and the Use of Analogues in Problem Solving. (2004)Making Sense of Generative Learning (2023)Cognitive load theory, learning difficulty, and instructional design (1994)Cognitive load theory, modality of presentation and the transient information effect (2011)Developing Conceptual and Procedural Knowledge of Mathematics (2014)Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015)Similarity and Analogical Reasoning (1989)Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010)Teaching and physics education research: bridging the gap (2014)Effects of Knowledge of Performance: A Survey and Tentative Theoretical Formulation (1956)The Analysis of Behavior (1964)Review Lecture - The technology of teaching (1965)Feedback in written instruction: The place of response certitude (1989)FOCUS ON FORMATIVE FEEDBACK (2007)Feedback research revisited. (2013)Philosophical Investigations. (1954)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)When problem solving is superior to studying worked examples. (2001)Synthesis of discipline-based education research in physics (2014)
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References

  • 1998Cognitive Architecture and Instructional Design6,017 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 2000Learning from Examples: Instructional Principles from the Worked Examples Research1,034 cited
  • 1997Learning from Worked‐Out Examples: A Study on Individual Differences679 cited
  • 1977Feedback in Written Instruction571 cited
  • 1988Guidance during mathematical problem solving.463 cited
  • 1988Preschool children can learn to transfer: Learning to learn and learning from example424 cited
  • 1990Structuring Effective Worked Examples396 cited
  • 1998Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations373 cited
  • 1996Generalizing solution procedures learned from examples.152 cited
  • 1998Learning to Solve Compare Word Problems: The Effect of Example Format and Generating Self-Explanations150 cited

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