Process-Oriented Worked Examples: Improving Transfer Performance through Enhanced Understanding
ISAIJLS Volume 32, Number 1, ISSN 0020-4277
The research on worked examples has shown that for novices, studying worked examples is often a more effective and efficient way of learning than solving conventional problems. This theoretical paper argues that adding process-oriented information to worked examples can further enhance transfer performance, especially for complex cognitive skills with multiple possible solution paths. Process-oriented information refers to the principled ("why") and strategic ("how") information that experts use when solving problems. From a cognitive load perspective, studying the expert's "why" and "how" information can be seen as constituting a germane cognitive load, which can foster students' understanding of the principles of a domain and the rationale behind the selected operators, and their knowledge about how experts select a strategy, respectively. Issues with regard to the design, implementation, and assessment of effects of process-oriented worked examples are discussed, as well as the questions they raise for future research.
van Gog, T., Paas, F. & van Merrienboer, J.J.G. (2004). Process-Oriented Worked Examples: Improving Transfer Performance through Enhanced Understanding. Instructional Science: An International Journal of the Learning Sciences, 32(1), 83-98.
Cited ByView References & Citations Map
Robin Kay & Jaime Edwards, University of Ontario Institute of Technology, Canada
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 3626–3629
Robin Kay, University of Ontario Institute of Technology, Canada
Global Learn 2010 (May 17, 2010) pp. 4021–4024
Chun-Yi Shen, Tamkang University, Taiwan
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 807–812
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.