Process-Oriented Worked Examples: Improving Transfer Performance through Enhanced Understanding

Autor/inn/en	van Gog, Tamara; Paas, Fred; van Merrienboer, Jeroen J. G.
Titel	Process-Oriented Worked Examples: Improving Transfer Performance through Enhanced Understanding
Quelle	In: Instructional Science: An International Journal of Learning and Cognition, 32 (2004) 1-2, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1023/B:TRUC.0000021810.70784.b0
Schlagwörter	Stellungnahme; Problem Solving; Learning Processes; Thinking Skills; Epistemology; Transfer of Training + Suchen Sie Ihr Suchwort? Problemlösen; Learning process; Lernprozess; Denkfähigkeit; Erkenntnistheorie; Training; Transfer; Ausbildung
Abstract	The research on worked examples has shown that for novices, studying worked examples is often a more effective and efficient way of learning than solving conventional problems. This theoretical paper argues that adding process-oriented information to worked examples can further enhance transfer performance, especially for complex cognitive skills with multiple possible solution paths. Process-oriented information refers to the principled ("why") and strategic ("how") information that experts use when solving problems. From a cognitive load perspective, studying the expert's "why" and "how" information can be seen as constituting a germane cognitive load, which can foster students' understanding of the principles of a domain and the rationale behind the selected operators, and their knowledge about how experts select a strategy, respectively. Issues with regard to the design, implementation, and assessment of effects of process-oriented worked examples are discussed, as well as the questions they raise for future research. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10