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Journal articles on the topic 'Worked examples'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

McGinn, Kelly M., Karin E. Lange, and Julie L. Booth. "A Worked Example for Creating Worked Examples." Mathematics Teaching in the Middle School 21, no. 1 (August 2015): 26–33. http://dx.doi.org/10.5951/mathteacmiddscho.21.1.0026.

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2

Ward, Mark, and John Sweller. "Structuring Effective Worked Examples." Cognition and Instruction 7, no. 1 (March 1990): 1–39. http://dx.doi.org/10.1207/s1532690xci0701_1.

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3

Lange, Karin E., Julie L. Booth, and Kristie J. Newton. "Learning Algebra from Worked Examples." Mathematics Teacher 107, no. 7 (March 2014): 534–40. http://dx.doi.org/10.5951/mathteacher.107.7.0534.

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4

Bland, J. A., and L. R. Mustoe. "Worked Examples in Engineering Mathematics." Mathematical Gazette 71, no. 457 (October 1987): 250. http://dx.doi.org/10.2307/3616793.

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5

van Merrienboer, Jeroen J. G. "Worked examples in the classroom." Perspectives on Medical Education 4, no. 6 (October 26, 2015): 282–83. http://dx.doi.org/10.1007/s40037-015-0226-4.

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6

Ginns, Paul, Fang-Tzu Hu, Erin Byrne, and Janette Bobis. "Learning By Tracing Worked Examples." Applied Cognitive Psychology 30, no. 2 (September 26, 2015): 160–69. http://dx.doi.org/10.1002/acp.3171.

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7

Schmidt-Weigand, Florian, Martin Hänze, and Rita Wodzinski. "Complex Problem Solving and Worked Examples." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 129–38. http://dx.doi.org/10.1024/1010-0652.23.2.129.

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How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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8

Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.

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9

Middleton, D., and L. R. Mustoe. "Worked Examples in Advanced Engineering Mathematics." Mathematical Gazette 73, no. 465 (October 1989): 251. http://dx.doi.org/10.2307/3618472.

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10

Arora, Kiran. "Cognitive Load Theory and worked examples." SecEd 2019, no. 16 (November 2, 2019): 18–19. http://dx.doi.org/10.12968/sece.2019.16.18.

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Can putting yourselves in your students' shoes help you to become a better teacher? Former maths teacher turned research manager Kiran Arora reflects on his experience of using Cognitive Load Theory and worked examples to tackle new areas of learning

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11

Cori, Osvaldo. "Worked examples in essential organic Chemistry." Biochemical Education 13, no. 1 (January 1985): 42. http://dx.doi.org/10.1016/0307-4412(85)90149-9.

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12

Carroll, William M. "Increasing Mathematics Confidence by Using Worked Examples." Mathematics Teacher 88, no. 4 (April 1995): 276–79. http://dx.doi.org/10.5951/mt.88.4.0276.

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An important way to help our students learn and strengthen their knowledge of mathematics is by studying already-worked examples of problems. A considerable amount of evidence suggests that analyzing worked-out problems can be as conducive to learning as actually solving practice problems and that it may be more effective in helping students to recognize underlying similarities between problems (Sweller 1989; Zhu and Simon 1987; Sweller and Cooper 1985). Well-constructed worked examples do more than merely teach rote procedures; they illustrate mathematical principles and classes of problem situations

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13

Atkinson, Robert K., Sharon J. Derry, Alexander Renkl, and Donald Wortham. "Learning from Examples: Instructional Principles from the Worked Examples Research." Review of Educational Research 70, no. 2 (June 2000): 181–214. http://dx.doi.org/10.3102/00346543070002181.

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14

van Gog, Tamara, Liesbeth Kester, and Fred Paas. "Effects of worked examples, example-problem, and problem-example pairs on novices’ learning." Contemporary Educational Psychology 36, no. 3 (July 2011): 212–18. http://dx.doi.org/10.1016/j.cedpsych.2010.10.004.

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15

Hoogerheide, Vincent, Sofie M. M. Loyens, and Tamara van Gog. "Comparing the effects of worked examples and modeling examples on learning." Computers in Human Behavior 41 (December 2014): 80–91. http://dx.doi.org/10.1016/j.chb.2014.09.013.

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16

Lange, Christopher, Norah Almusharraf, Yuliya Koreshnikova, and Jamie Costley. "The effects of example-free instruction and worked examples on problem-solving." Heliyon 7, no. 8 (August 2021): e07785. http://dx.doi.org/10.1016/j.heliyon.2021.e07785.

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17

Safadi, Rafi’, and Edit Yerushalmi. "Students’ Self-Diagnosis Using Worked-Out Examples." Creative Education 04, no. 03 (2013): 205–16. http://dx.doi.org/10.4236/ce.2013.43031.

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18

Paufler, P. "Worked Examples in the Geometry of Crystals." Zeitschrift für Kristallographie 195, no. 1-2 (January 1991): 155. http://dx.doi.org/10.1524/zkri.1991.195.1-2.155.

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19

Schalk, Lennart, Julian Roelle, Henrik Saalbach, Kirsten Berthold, Elsbeth Stern, and Alexander Renkl. "Providing worked examples for learning multiple principles." Applied Cognitive Psychology 34, no. 4 (March 17, 2020): 813–24. http://dx.doi.org/10.1002/acp.3653.

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20

Rubin, J. M. "Advanced Stress and Stability Analysis: Worked Examples." Shock and Vibration 13, no. 4-5 (2006): 573. http://dx.doi.org/10.1155/2006/783713.

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21

Segal, Judith, and Khurshid Ahmad. "The Role of Examples in the Teaching of Programming Languages." Journal of Educational Computing Research 9, no. 1 (February 1993): 115–29. http://dx.doi.org/10.2190/x63f-x1qx-v4kl-bjex.

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A common assumption made by teachers of programming languages, especially those teaching adults, is that their primary (core) teaching material consists of text, by which we mean rules, instructions, explanations, and discussions. Worked examples are seen as secondary, serving merely to illustrate the core material. We present evidence to demonstrate that young adult students do not share this assumption. Given instruction in the form of demonstrably clear text and worked examples, they do not treat the text as the primary source of information, but rather seem to focus on the worked examples. Worked examples may be seen as being the primary source of learning material even when they are not fully understood, but bear some superficial similarity to the task in hand.

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22

Rodiawati, Atik. "WORKED EXAMPLE USING ILL-STRUCTURED PROBLEM: TRAINED HIGH ORDER THINKING SKILL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 2 (September 29, 2018): 308. http://dx.doi.org/10.24127/ajpm.v7i2.1402.

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Cognitive Load Theory (CLT) is design theory instructional that uses human cognitive architecture. One of the cognitive load theory types is worked example. This study aims to analyze theoretically the ability of worked example using ill-structured problem in training high order thinking skill. This article is designed by reviewing literatures of worked example, ill-structured problem, and high order thinking skill; arranging them to get their primary relation; finally concluding the aim of this study. The main relation of them is one characteristic of high order thinking skill is ill-structured and challenging problems. The result of this research shows theoretically that worked example using ill-structured problems can train high order thinking skill. It is caused by worked example which contains ill-structured problems can train students to analyze and evaluate problem solving through examples without high cognitive load, so that students obtain ill-structured problems solving strategy. Furthermore, giving a wider problem to students' practice as a follow-up action from worked example will train students to create innovative solutions to wider problems.

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23

Lui, Andrew Kwok-Fai, Maria Hiu Man Poon, and Raymond Man Hong Wong. "Automated generators of examples and problems for studying computer algorithms." Interactive Technology and Smart Education 16, no. 3 (September 16, 2019): 204–18. http://dx.doi.org/10.1108/itse-10-2018-0091.

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Purpose The purpose of this study is to investigate students’ decisions in example-based instruction within a novel self-regulated learning context. The novelty was the use of automated generators of worked examples and problem-solving exercises instead of a few handcrafted ones. According to the cognitive load theory, when students are in control of their learning, they demonstrate different preferences in selecting worked examples or problem solving exercises for maximizing their learning. An unlimited supply of examples and exercises, however, offers unprecedented degree of flexibility that should alter the decisions of students in scheduling the instruction. Design/methodology/approach ASolver, an online learning environment augmented with such generators for studying computer algorithms in an operating systems course, was developed as the experimental platform. Students’ decisions related to choosing worked examples or problem-solving exercises were logged and analyzed. Findings Results show that students had a tendency to attempt many exercises and examples, especially when performance measurement events were impending. Strong students had greater appetite for both exercises and examples than weak students, and they were found to be more adventurous and less bothered by scaffolding. On the other hand, weak students were found to be more timid or unmotivated. They need support in the form of procedural scaffolding to guide the learning. Originality/value This study was one of the first to introduce automated example generators for studying an operating systems course and investigate students’ behaviors in such learning environments.

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24

Tollison, Scott, and Kui Xie. "Preparing Students in Online Debates with Worked Examples." Journal of Educational Computing Research 47, no. 2 (September 2012): 155–74. http://dx.doi.org/10.2190/ec.47.2.c.

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25

Hu, Fang-Tzu, Paul Ginns, and Janette Bobis. "Getting the point: Tracing worked examples enhances learning." Learning and Instruction 35 (February 2015): 85–93. http://dx.doi.org/10.1016/j.learninstruc.2014.10.002.

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26

Hu, Wayne. "Acceleration from Modified Gravity: Lessons from Worked Examples." Nuclear Physics B - Proceedings Supplements 194 (October 2009): 230–38. http://dx.doi.org/10.1016/j.nuclphysbps.2009.07.086.

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27

Proudler, I. K. "Algorithmic engineering in adaptive signal processing: worked examples." IEE Proceedings - Vision, Image, and Signal Processing 141, no. 1 (1994): 19. http://dx.doi.org/10.1049/ip-vis:19949636.

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28

Lui, Andrew K., Yannie H. Y. Cheung, and Siu Cheung Li. "Leveraging students' programming laboratory work as worked examples." ACM SIGCSE Bulletin 40, no. 2 (June 2008): 69–73. http://dx.doi.org/10.1145/1383602.1383638.

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29

Du, Xuejiao, and Qi Zhang. "Tracing worked examples: effects on learning in geometry." Educational Psychology 39, no. 2 (November 20, 2018): 169–87. http://dx.doi.org/10.1080/01443410.2018.1536256.

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30

Powell, Marvin G., Darrell M. Hull, and A. Alexander Beaujean. "Propensity Score Matching for Education Data: Worked Examples." Journal of Experimental Education 88, no. 1 (January 7, 2019): 145–64. http://dx.doi.org/10.1080/00220973.2018.1541850.

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31

Bokosmaty, Sahar, John Sweller, and Slava Kalyuga. "Learning Geometry Problem Solving by Studying Worked Examples." American Educational Research Journal 52, no. 2 (April 2015): 307–33. http://dx.doi.org/10.3102/0002831214549450.

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32

STEPHENSON, G. R. "ChemInform Abstract: Worked Examples in Asymmetric Synthesis Design." ChemInform 28, no. 8 (August 4, 2010): no. http://dx.doi.org/10.1002/chin.199708297.

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33

Harrison, JP, JA Hudson, and ME Popescu. "Engineering Rock Mechanics: Part 2. Illustrative Worked Examples." Applied Mechanics Reviews 55, no. 2 (2002): B30. http://dx.doi.org/10.1115/1.1451166.

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34

Renkl, Alexander, Robin Stark, Hans Gruber, and Heinz Mandl. "Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations." Contemporary Educational Psychology 23, no. 1 (January 1998): 90–108. http://dx.doi.org/10.1006/ceps.1997.0959.

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35

Davenport, Casey E. "Using Worked Examples to Improve Student Understanding of Atmospheric Dynamics." Bulletin of the American Meteorological Society 100, no. 9 (September 2019): 1653–64. http://dx.doi.org/10.1175/bams-d-18-0226.1.

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AbstractAtmospheric dynamics can represent a significant hurdle for students; the need to successfully apply concepts from calculus and physics, as well as the sometimes counterintuitive nature of fluid flow, combine to produce frustration and suboptimal learning. Additionally, there is often an emphasis on equation derivations and theory, rather than real-world applications. A new approach for teaching atmospheric dynamics, known as worked examples, is discussed herein. This pedagogy resolves identified challenges in a few ways: 1) reducing the cognitive load of students by explicitly demonstrating (via an expert-constructed guide) how mathematics and physics are applied to the atmosphere; 2) utilizing (as much as appropriate) real-world scenarios to demonstrate how equations explain what we observe; and 3) providing opportunities for students to critically examine the scenario, the relevant math and physics, and the underlying theory via a series of self-explanation prompts throughout the example. This study provides detailed information on the creation and implementation of worked examples in the two-semester atmospheric dynamics course sequence at the University of North Carolina at Charlotte. Comparisons in performance between students who took the course as a traditional lecture and derivation-based course and those who were subject to the worked examples pedagogy identify significant improvements with the new approach, especially for first-semester dynamics. Students also express deep satisfaction with the hands-on, application-based pedagogy.

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36

Mulder, Yvonne G., Ard W. Lazonder, and Ton de Jong. "Using heuristic worked examples to promote inquiry-based learning." Learning and Instruction 29 (February 2014): 56–64. http://dx.doi.org/10.1016/j.learninstruc.2013.08.001.

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37

Kalyuga, Slava, Paul Chandler, Juhani Tuovinen, and John Sweller. "When problem solving is superior to studying worked examples." Journal of Educational Psychology 93, no. 3 (2001): 579–88. http://dx.doi.org/10.1037/0022-0663.93.3.579.

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38

Retnowati, E., and Marissa. "Designing worked examples for learning tangent lines to circles." Journal of Physics: Conference Series 983 (March 2018): 012124. http://dx.doi.org/10.1088/1742-6596/983/1/012124.

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39

Gupta, Madhu. "Enhancing the Learning Value of Worked Examples [Educator's Corner." IEEE Microwave Magazine 11, no. 7 (December 2010): 40–57. http://dx.doi.org/10.1109/mmm.2010.938551.

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40

Shanmugam, Ramalingam. "Applied compositional data analysis: with worked examples in R." Journal of Statistical Computation and Simulation 89, no. 16 (June 12, 2019): 3165. http://dx.doi.org/10.1080/00949655.2019.1628880.

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41

ABOU-HUSSEIN, H., A. DEBENEDICTIS, N. HARRISON, M. KIM, M. A. RODRIGUES, F. ZAGADOU, and M. S. HOWE. "VORTEX–SURFACE INTERACTION NOISE: A COMPENDIUM OF WORKED EXAMPLES." Journal of Sound and Vibration 252, no. 5 (May 2002): 883–918. http://dx.doi.org/10.1006/jsvi.2001.3833.

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42

Urhahne, Detlef. "Facilitating STEM learning by concept maps and worked examples." Educational Psychology 41, no. 2 (February 7, 2021): 113–15. http://dx.doi.org/10.1080/01443410.2021.1874127.

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43

Klopp, Eric, and Robin Stark. "Learning Scientific Explanations by Means of Worked Examples – Promoting Psychology Students’ Explanation Competence." Psychology Learning & Teaching 17, no. 2 (February 20, 2018): 144–65. http://dx.doi.org/10.1177/1475725718757171.

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The aim of this study is to investigate whether worked examples are effective in fostering psychology students’ explanation competence. Explanation competence is a context-specific cognitive disposition that enables a person to construct a causal model of an observable psychological phenomenon by drawing on psychological theories. We set up a training intervention using worked examples to demonstrate how the observed psychological phenomenon (e.g., cognitive dissonance) is represented in an explanation. Instructional support was implemented using a fading procedure. We investigated the effects of worked examples on explanation competence using a sample of psychology students ( n = 46) from a German university. In an experimental between-group pre- and post-tests design, the participants in the experimental condition received the training intervention, whereas the participants in a control condition did not receive the intervention. The experimental and control groups did not differ in their explanation competence before the training intervention. Participants in the experimental condition had a significant higher explanation competence after the training intervention than the participants in the control condition. Thus, our results indicate that worked examples effectively foster psychology students’ explanation competence. Considerations on how the results could be implemented in actual teaching settings are provided.

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44

Kyun, Sun A., and Hyunjeong Lee. "The effects of worked examples in computer-based instruction: focus on the presentation format of worked examples and prior knowledge of learners." Asia Pacific Education Review 10, no. 4 (June 18, 2009): 495–503. http://dx.doi.org/10.1007/s12564-009-9044-x.

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45

Atkinson, Robert K., and Alexander Renkl. "Interactive Example-Based Learning Environments: Using Interactive Elements to Encourage Effective Processing of Worked Examples." Educational Psychology Review 19, no. 3 (September 1, 2007): 375–86. http://dx.doi.org/10.1007/s10648-007-9055-2.

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46

Safadi, Rafi’, and Ranin Ababsy. "Learning from troubleshooting activities when contrasting erroneous examples with worked examples in the physics classroom." Physics Education 55, no. 5 (August 6, 2020): 055024. http://dx.doi.org/10.1088/1361-6552/ab9e1b.

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47

Chen, Xingliang, Antonija Mitrovic, and Moffat Mathews. "Learning From Worked Examples, Erroneous Examples, and Problem Solving: Toward Adaptive Selection of Learning Activities." IEEE Transactions on Learning Technologies 13, no. 1 (January 1, 2020): 135–49. http://dx.doi.org/10.1109/tlt.2019.2896080.

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48

Chen, Xingliang, Antonija Mitrovic, and Moffat Mathews. "Investigating the Effect of Agency on Learning from Worked Examples, Erroneous Examples and Problem Solving." International Journal of Artificial Intelligence in Education 29, no. 3 (May 23, 2019): 396–424. http://dx.doi.org/10.1007/s40593-019-00179-x.

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49

Hesser, Tiffany L., and Jess L. Gregory. "Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students." Higher Education Studies 5, no. 6 (November 15, 2015): 36. http://dx.doi.org/10.5539/hes.v5n6p36.

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<p>It is not uncommon for students to find themselves underprepared when entering a post secondary institution. In additional to lower levels of academic achievement, underprepared students may not be aware that they lack the skills needed to be successful and effectively acquire and process information. Because of this, students that enter post-secondary institutions underprepared often require more support in and out of the college classroom.</p><p>In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies. This study introduced faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course. Faded worked examples are similar to worked examples but fade out steps for students to complete, allowing support within the problem solving approach as learning improves. The goal of this study was to explore students’ perceptions of this problem solving approach and their belief in its potential to enhance their learning, particularly with students identified as academically underprepared. Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material.</p>

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50

Edwards, A. W. F., and P. J. Bridge. "The Calculation of Genetic Risks: Worked Examples in DNA Diagnostics." Biometrics 50, no. 4 (December 1994): 1233. http://dx.doi.org/10.2307/2533476.

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