Aufsatz in einer Fachzeitschrift
Complex Problem Solving and Worked Examples The Role of Prompting Strategic Behavior and Fading-in Solution Steps
Details zur Publikation
Autor(inn)en: | Schmidt-Weigand, F.; Wodzinski, R.; Hänze, M. |
Publikationsjahr: | 2009 |
Zeitschrift: | German Journal of Educational Psychology |
Seitenbereich: | 129-138 |
Jahrgang/Band : | 23 |
Heftnummer: | 2 |
Erste Seite: | 129 |
Letzte Seite: | 138 |
ISSN: | 1010-0652 |
eISSN: | 1664-2910 |
DOI-Link der Erstveröffentlichung: |
Zusammenfassung, Abstract
How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e. g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.
How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e. g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.
