Providing Worked Examples for Learning Multiple Principles

Autor/inn/en	Schalk, Lennart; Roelle, Julian; Saalbach, Henrik; Berthold, Kirsten; Stern, Elsbeth; Renkl, Alexander
Titel	Providing Worked Examples for Learning Multiple Principles
Quelle	In: Applied Cognitive Psychology, 34 (2020) 4, S.813-824 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schalk, Lennart) ORCID (Roelle, Julian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3653
Schlagwörter	Problem Solving; Instructional Effectiveness; College Students; Teaching Methods; Mathematical Models; Knowledge Level + Suchen Sie Ihr Suchwort? Problemlösen; Unterrichtserfolg; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell; Wissensbasis
Abstract	Worked examples support learning. However, if they introduce easy-to-confuse concepts or principles, specific ways of providing worked examples may influence their effectiveness. Multiple worked examples can be introduced blocked (i.e., several for the same principle) or interleaved (i.e., switching between principles), and can be sequentially or simultaneously presented. Crossing these two factors provides four ways of presenting worked examples: blocked/sequential, interleaved/sequential, blocked/simultaneous, and interleaved/simultaneous. In an experiment with university students (N = 174), we investigated how these two factors influence the acquisition of procedural and conceptual knowledge about different, but closely related (thus, easy-to-confuse) stochastic principles. Additionally, we assessed the ability of students to discriminate between principles with verification tasks. Simultaneous presentation benefitted procedural knowledge whereas, interleaved presentation benefitted conceptual knowledge. No significant differences were found for verification tasks. The results suggest that it is worthwhile to adapt the presentation of the worked examples to the learning goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01