Differences

This shows you the differences between two versions of the page.

--- research_results:worked_examples_effect [2011/09/13 11:23]
jpetrovic [Practice]
+++ research_results:worked_examples_effect [2023/06/19 16:03] (current)
@@ Line 18: / Line 18: @@
   * "//worked examples are no more effective, and possibly less effective, than solving problems.//"(([[http://www.tandfonline.com/doi/abs/10.1207/s1532690xci0701_1|Ward, Mark, and John Sweller. Structuring Effective Worked Examples. Cognition and Instruction 7: 1-39, 1990.]]))
-This is due to the fact that even **worked examples can be badly designed** and not follow the [[research_results:principles and effects]] of proper instructional design.
+This is due to the fact that even **worked examples can be badly designed** and not follow the [[research_results:principles and effects]] of proper instructional design (especially see: [[research_results:expertise reversal effect]]).
 ===== Research status =====
+A recent research has systematically compared usage of worked examples, example-problem pairs, problem-example pairs and problem-solving, demonstrating that
+  * "//example study only and example-problem pairs were more effective and efficient than problem solving only and problem-example pairs.//"(([[http://www.sciencedirect.com/science/article/pii/S0361476X1000055X|van Gog, Tamara, Liesbeth Kester, and Fred Paas. Effects of worked examples, example-problem, and problem-example pairs on novice learning. Contemporary Educational Psychology 36, no. 3: 212-218, July 2011.]]))

Learning Theories