Learning from worked-out examples and problem solving

Cognitive Load Theory

Volumn , Issue , 2010, Pages 89-108

  Renkl, Alexander ^a   Atkinson, Robert K ^b  

^a UNIVERSITY OF FREIBURG   (Germany)

^b ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84928075653     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/CBO9780511844744.007     Document Type: Chapter

References (39)

1. Aleven, V., & Koedinger, K. R. (2002).An effective meta-cognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science, 26, 147–179.
2. Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995). Cognitive tutors: Lessons learned. The Journal of the Learning Sciences, 4, 167–207.
3. Anderson, J. R., & Lebiere, C. (Eds.). (1998). The atomic components of thought. Mahwah, NJ: Erlbaum.
4. Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. W. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181–214.
5. Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003). Transitioning from studying examples to solving problems: Combining fading with prompting foster s learning. Journal of Educational Psychology, 95, 774–783.
6. Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self explanations: How students study and use examples in learning to solve problems. Cognitive Science, 18, 145–182.
7. Clement, L., & Bernhard, J. Z. (2005). A problem-solving alternative to using key words. Mathematics Teaching in the Middle School, 10, 360–365.
8. Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer. Journal of Educational Psychology, 79, 347–362.
9. Ericsson, K. A., & Charness, N. (1994). Expert performance: Its structure and acquisition. American Psychologist, 49, 725–747.
10. Ericsson, K. A., Krampe, R. Th., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100, 363–406.
11. Hilbert, T. S., Renkl, A., Kessler, S., & Reiss, K. (2008). Learning to prove in geometry: Learning from heuristic examples and how it can be supported. Learning & Instruction, 18, 54–65.
12. Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23–31.
13. Kalyuga, S., Chandler, P., Tuovinen, J., & Sweller, J. (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology, 93, 579–588.
14. Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology, 96, 558–568.
15. Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiment s with cognitive tutors. Educational Psychology Review, 19, 239–264.
16. Koedinger, K. R., & Corbett, A. T. (2006). Cognitive tutors: Technology bringing learning sciences to the classroom. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 61–78). New York: Cambridge University Press.
17. Moreno, R. (2006).When worked examples don’t work: Is cognitive load theory at an impasse? Learning and Instruction, 16, 170–181.
18. Moreno, R., & Mayer, R. E. (2005). Role of guidance, reflection, and interactivity in an agent-based multimedia game. Journal of Educational Psychology, 97, 117–128.
19. Neuman, Y., & Schwarz, B. (1998). Is self-explanation while solving problems helpful? The case of analogical problem solving. British Journal of Educational Psychology, 68, 15–24.
20. Paas, F., & van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning & Instruction, 16, 87–91.
21. Pirolli, P., & Recker, M. (1994). Learning strategies and transfer in the domain of programming. Cognition & Instruction, 12, 235–275.
22. Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1–29.
23. Renkl, A. (2005). The worked-out-example principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 229–246). Cambridge, UK: Cambridge University Press.
24. Renkl, A., & Atkinson, R. K. (2003). Structuring the transition from example study to problem solving in cognitive skills acquisition: A cognitive load perspective. Educational Psychologist, 38, 15–22.
25. Renkl, A., & Atkinson, R. K. (2007). An example order for cognitive skill acquisition. In F. E. Ritter, J. Nerb, E. Lehtinen, & T. M. O’Shea (Eds.), In order to learn: How the sequence of topics influences learning (pp. 95–105).New York: Oxford University Press.
26. Renkl, A., Atkinson, R. K., & Große, C. S. (2004).How fading worked solution steps works–A cognitive load perspective. Instructional Science, 32, 59–82.
27. Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002). From example stud y to problem solving: Smooth transitions help learning. Journal of Experimental Education, 70, 293–315.
28. Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90–108.
29. Rummel, N., Spada, H., & Hauser, S. (2006). Learning to collaborate in a computer mediated setting: Observing a model beats learning from being scripted. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp. 634–640). Mahwah, NJ: Lawrence Erlbaum.
30. Salden, R., Aleven, V., Renkl, A., & Schwonke, R. (2009). Worked examples an d tutored problem solving: Redundant or synergistic forms of support? Topics in Cognitive Science, 1, 203–213.
31. Schwonke, R., Renkl, A., Krieg, K., Wittwer, J., Aleven, V., & Salden, R. (2009). The Worked-example effect: Not an artefact of lousy control conditions. Computers in Human Behavior, 25, 258–266.
32. Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers & Education, 46, 426–445.
33. Schworm, S., & Renkl, A. (2007). Learning argumentation skills through the use of prompts for self-explaining examples. Journal of Educational Psychology, 99, 285–296.
34. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition & Instruction, 2, 59–89.
35. VanLehn, K. (1996). Cognitive skill acquisition. Annual Review of Psychology, 47, 513–539.
36. VanLehn, K. (1998). How examples are used during problem solving. Cognitive Science, 22, 347–388.
37. VanLehn, K., Lynch, C., Schulze, K., Shapiro, J.A., Shelby, A., Taylor, D., et al. (2005). The Andesphysics tutoring project: Five years of evaluations. International Journal of Artificial Intelligence in Education, 15, 1–47.
38. van Merriënboer, J. J. G., Clark, R. E., & De Croock, M. B.M. (2002). Blueprint s for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50, 39–64.
39. van Merriënboer, J. J. G., & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 71–93). New York: Cambridge University Press.