Stark, Robin and Gruber, Hans and Renkl, Alexander and Mandl, Heinz (2000) Does the combination of worked-out examples and problem-solving tasks pay off? ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE, 14 (4). pp. 206-218. ISSN 1010-0652
Full text not available from this repository. (Request a copy)Abstract
Example-based learning environments are being used in many different domains. However, examples contain convenient instructions for learners and, therefore, may invite passive and superficial processing. To avoid this unwanted and potentially harmful side-effect, The present experimental study combined worked examples with problems to be solved. The effects of this instructional measure were investigated using students of accounting as participants. Fifteen junior clerks from a local bank were exposed to the combined learning method, 15 other apprentices were to just study the examples. The combined method turned out to be superior in increasing both the quantity and quality of elaborations of the material. In addition, it produced significantly and substantially better transfer to related problems. There fore, it is recommended to integrate example-based and problem-based learning in instructional design.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | SELF-EXPLANATIONS; learning from worked-out examples; problem solving; elaboration; transfer |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Lehrstuhl für Pädagogik III (Prof. Dr. Hans Gruber) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 15 Mar 2022 08:14 |
| Last Modified: | 15 Mar 2022 08:14 |
| URI: | https://pred.uni-regensburg.de/id/eprint/42041 |
Actions (login required)
 |
View Item |
