Construct · 1 fields · 2 citations

worked example: a standalone construct

One name. One construct. A landmark on the map.

● anchor · a single construct in learning science Nearest construct by meaning·not indexed
workedexample1 CONSTRUCTWorked exampleSWELLER & COOPER · 1985

A single standalone construct; nearby constructs are located against it in the Collider. Tap a field for its definition, unit, and measures.

Educational psychology

Studying a solved problem can beat solving one

A worked example is a fully solved problem, laid out step by step, given to a learner to study before they attempt problems of their own. Within cognitive load theory, Sweller and Cooper's 1985 The use of worked examples as a substitute for problem solving in learning algebra showed that studying worked examples often produces better and faster learning than conventional problem solving, because unguided problem solving spends limited working memory on means-ends search instead of on building the schema that matters. The follow-up by Cooper and Sweller (1987) tied the benefit to schema acquisition and rule automation and to transfer. The referent is the solved-problem-as-study-object and the learning gain it yields, measured by later problem-solving accuracy, speed, and transfer against learners who practised by solving.[1][2]

Unit
The learning gain from studying solved problems versus solving them
Recovery means
Not applicable
Measured by
Assessed by post-instruction problem-solving accuracy, solution time, and transfer compared with conventional problem-solving practice

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Nearby constructs

accuracy3 fields · 6 citationsjingle · one word, three constructsacquisition4 fields · 4 citationsjingle · one word, four constructscognitive load3 fields · 5 citationsjingle · load and workload, rarely cross-cited

References

  1. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. https://doi.org/10.1207/s1532690xci0201_3
  2. Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79(4), 347–362. https://doi.org/10.1037/0022-0663.79.4.347

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