The effects of example-free instruction and worked examples on problem-solving

被引:3
作者
Lange, Christopher [1 ]
Almusharraf, Norah [2 ]
Koreshnikova, Yuliya [3 ]
Costley, Jamie [3 ]
机构
[1] Dankook Univ, Dept British & Amer Humanities, Yongin, South Korea
[2] Prince Sultan Univ, Coll Hummanties, Appl Linguist, Riyadh, Saudi Arabia
[3] Natl Res Univ Higher Sch Econ, Inst Educ, Moscow, Russia
关键词
Cognitive load; Critical thinking; Direct instruction; Example-based instruction; Example-free instruction; Instructional explanations; Problem-solving; Germane load; Worked examples; COGNITIVE LOAD THEORY; CRITICAL THINKING; OUT EXAMPLES; EXPLANATIONS; ACHIEVEMENT; PRINCIPLES; DESIGN; SKILLS;
D O I
10.1016/j.heliyon.2021.e07785
中图分类号
O [数理科学和化学]; P [天文学、地球科学]; Q [生物科学]; N [自然科学总论];
学科分类号
07 ; 0710 ; 09 ;
摘要
The use of worked examples has been shown to be an effective instructional method for reducing cognitive load and successfully engaging in problem-solving. Extant research often views worked examples as an integrated part of direct instruction. Studies have examined the problem-solving effects of worked examples used in tandem with instructional explanations. However, a gap exists in research focusing on the individual problem-solving effects of example-free instructional explanations and worked examples containing no instructional explanation. This study uses a method in which worked examples are separated from direct instruction to examine the problem-solving effects of individual parts of such instruction, namely example-free instruction and worked examples containing no instructional explanation. Considering the importance of critical thinking skills in the current educational environment, the current study was conducted on a group of university students (n = 32) studying critical thinking in South Korea. Results showed that example-free instruction was more effective for problem-solving than worked examples containing no instructional explanation. Additionally, participants reported more efficient cognitive processing ability when critical thinking problems were presented through instructional explanation rather than worked examples. These results allow for a granular look at the different aspects of direct instruction and their effects on cognitive load and problem-solving.
引用
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页数:7
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