Complex Problem Solving and Worked Examples
Complex Problem Solving and Worked Examples
复制标题
复杂问题的解决和实例
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
R. Wodzinski
中科院分区：
文献类型：
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作者：
Florian Schmidt;M. Hänze;R. Wodzinski
如何增强样例以促进复杂问题的解决？N=92名八年级学生结对参加了一道物理题的答题。支持问题解决的是(A)作为一个整体给出的实例，(B)递增呈现的实例(即，一次只有一个解决步骤)，或(C)递增呈现并伴随着战略提示的实例。在(B)和(C)组中，学生自我调节何时进入下一个解决步骤。在(C)组中，每个解决步骤之前都有一个提示，建议策略性学习行为(例如，记笔记、画素描、与学习伙伴交流等)。提示和解决步骤在单独的页面上给出。研究表明，与传统的样例演示相比，渐进式演示会带来更好的学习体验(更高的能力感，更低的认知负荷)。然而，只有在促进额外的策略学习行为的情况下，学生才能记住解决问题的方法。
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 mo...