Learning from examples: Instructional principles from the worked examples research
Learning from examples: Instructional principles from the worked examples research
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DOI：
10.3102/00346543070002181
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发表时间：
2000-06-01
影响因子：
11.2
通讯作者：
Wortham, D
中科院分区：
文献类型：
--
作者：
Atkinson, RK;Derry, SJ;Wortham, D
样例是为学习者提供专家问题解决方案的教学设备。样例研究是一个认知实验项目，与课堂教学和更广泛的教育研究社区有关。组织本研究的结果提出了一个框架，导致教学设计原则。例如，一个教学设计原则表明，有效的例子具有高度集成的组件。他们在呈现中采用多种形式，并通过标记或分割来强调概念结构。在课程层面上，有效的教学采用多个例子为每一个概念性的问题类型，不同的问题类型内的例子格式，并采用表面特征信号的深层结构。此外，例子应提出在密切接近匹配的实践问题。此外，学习者可以通过直接培训或样例的结构来鼓励他们积极地自我解释。样例与技能发展的早期阶段有关，但设计原则与建构主义研究和教学有关。
Worked examples are instructional devices that provide an expert's problem solution for a learner to study. Worked-examples research is a cognitive-experimental program that has relevance to classroom instruction and the broader educational research community. A framework for organizing the findings of this research is proposed, leading to instructional design principles. For instance, one instructional design principle suggests that effective examples have highly integrated components. They employ multiple modalities in presentation and emphasize conceptual structure by labeling or segmenting. At the lesson level, effective instruction employs multiple examples for each conceptual problem type, varies example formats within problem type, and employs surface features to signal deep structure. Also, examples should be presented in close proximity to matched practice problems. Moreover, learners can be encouraged through direct training or by the structure of the worked example to actively self-explain examples. Worked examples are associated with early stages of skill development, but the design principles are relevant to constructivist research and teaching.