Worked Example Effects in Individual and Group Work Settings

Autor/inn/en	Retnowati, Endah; Ayres, Paul; Sweller, John
Titel	Worked Example Effects in Individual and Group Work Settings
Quelle	In: Educational Psychology, 30 (2010) 3, S.349-367 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Learning Strategies; Problem Solving; Foreign Countries; Cooperative Learning; Group Activities; Mathematical Logic; Geometry; Mathematics Instruction; Junior High School Students; Cognitive Processes; Questionnaires; Student Attitudes; Teaching Methods; Interaction; Indonesia + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Ausland; Kooperatives Lernen; Gruppenaktivität; Mathematical logics; Mathematische Logik; Geometrie; Mathematics lessons; Mathematikunterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Cognitive process; Kognitiver Prozess; Fragebogen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Indonesien
Abstract	This study compared the effects of worked example and problem-solving approaches in individual or group work settings on learning to solve geometry problems. One hundred and one seventh graders from Indonesia were randomly allocated to four experimental groups using a 2 (problem-solving vs. worked examples) x 2 (individual vs. group study) design. Performance measures on numeric and reasoning abilities using both similar and transfer tasks were collected. The results indicated a significant superiority of the worked example approach in both the individual and group work settings. Supporting data revealed that students could understand the material more easily using worked examples than when solving problems. The experiment provided evidence that the advantage of using worked examples over solving problems extends to a group work context. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10