Advances in designing instruction based on examples

Mayer, Richard E.

doi:10.1002/acp.3701

Cited by 7 publications

(9 citation statements)

References 22 publications

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“…The findings replicate the findings of other studies in the context of teacher education, in which prompts supported problem-solving activities and the acquisition of educational knowledge (e.g., Chen and Bradshaw, 2007;Wagner et al, 2016). Furthermore, they substantiate the relevance of instructional guidance in the context of example-based learning (Schworm and Renkl, 2007;Renkl, 2017;Mayer, 2020).…”

Section: Relating Results Of Learning Processes and Of Learning Outcomesmentioning

confidence: 52%

Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts

et al. 2022

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Everyday teaching requires teachers to deal with a variety of pedagogical issues, such as classroom disruptions. Against the background of on-going calls for an evidence-informed practice, teachers should ground their pedagogical decisions not only on subjective theories or experience-based knowledge but also on educational theories and empirical findings. However, research suggests that pre- and in-service teachers rather refer to experiential knowledge than to educational knowledge when addressing practical, pedagogical issues. One reason for the infrequent use of educational knowledge is that acquired knowledge has remained inert and cannot be applied to complex situations in practice. Therefore, implementing learning with contrastive (i.e., functional and dysfunctional) video examples in teacher education seems promising to promote pre-service teachers’ acquisition of educational knowledge. The 2×2-intervention study (N = 220) investigated the effects of the video sequence (dysfunctional-functional/functional-dysfunctional) and of video analysis prompts (with/without) on learning outcomes (concept knowledge, application knowledge) and on learning processes (written video analyses). Results revealed that the sequence dysfunctional-functional led to higher application knowledge in the post-test. There was no sequencing effect on concept knowledge. Prompted groups showed higher concept knowledge and application knowledge in the post-test. Furthermore, both experimental factors affected learning processes, which resulted in higher learning outcomes. In conclusion, learning with contrastive video examples in teacher education seems to be more effective if the video examples are presented in the sequence dysfunctional-functional and if instructional prompts guide the video analysis. The results substantiate the relevance of instructional guidance in learning with video examples and broaden the scope of validity of the concept of learning from errors.

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Section: Relating Results Of Learning Processes and Of Learning Outcomesmentioning

confidence: 52%

Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts

et al. 2022

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“…Secondly, the commentary written by Mayer (2020) would like to thank the reviewers of the special issue. We also thank Prof. Dr. Graham Davies for granting us the wonderful opportunity of compiling this special issue and for his thoughtful guidance along the way.…”

Section: Discussionmentioning

confidence: 99%

“…Scheiter's commentary ends with several methodological considerations that will be important to consider in future example research. Secondly, the commentary written by Mayer( 2020) starts by addressing several “definition issues” in research on learning from examples (e.g., what is the presentation format of an example). Next, the individual contributions are discussed to find an answer to the question: What works and what does not work in designing example‐based instruction?…”

Section: Discussionmentioning

confidence: 99%

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

Hoogerheide

Roelle

2020

Applied Cognitive Psychology

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Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue comprises a set of eight papers in which students learned a procedural skill from worked examples or modeling examples. Each study characterizes a recent development towards more innovative example-based learning research. These developments are: (a) the integration of social-cognitive and cognitive example research, (b) the integration of example-based learning and analogical reasoning research, (c) the extension of traditional Cognitive Load Theory effects, (d) a greater focus on learning from (productive) errors, and (e) more research on individual differences. This special issue concludes with insightful commentary articles written by

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“…Various approaches have been developed in chemistry education, and in science education in general, to support students’ problem solving. A worked-example, or modeling instruction, approach involves showing students fully solved problems, including the steps needed to arrive at the answer and explanations of why each step was taken . In chemistry education, worked examples have been used as preclass materials in flipped classrooms as well as in lectures and tutorials and asynchronously through videos …”

Section: Introductionmentioning

confidence: 99%

“…Finally, tackling worked examples can be monotonous, which may lead to disengagement. The effectiveness of the worked-example approach depends on several factors, including the complexity of the problems, the level of students’ prior knowledge, and the quality of the chosen examples. , …”

Section: Introductionmentioning

confidence: 99%

Metacognition and Critical Thinking: Using ChatGPT-Generated Responses as Prompts for Critique in a Problem-Solving Workshop (SMARTCHEMPer)

2023

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Successful problem solving is a complex process that requires content knowledge, process skills, developed critical thinking, metacognitive awareness, and deep conceptual reasoning. Teaching approaches to support students developing problem-solving skills include worked examples, metacognitive and instructional scaffolding, and variations of these techniques. In this report, we describe a classroom activity, which involves a combination of metacognitive scaffolding, problem-solving practice, and critiquing of ChatGPT-generated solutions. It was demonstrated that students engaged with the idea of metacognition as part of the problemsolving toolbox and showed appreciation for the collaborative nature of problem solving. They were also able to identify mistakes and flaws in the provided erroneous solutions, albeit to varying degrees. The results also revealed that incoming university students likely require scaffolding to develop sophisticated critical-thinking skills.

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Advances in designing instruction based on examples

Abstract: Summary This commentary reviews the evidence for nine principles for how to design effective example‐based instruction, drawing from the articles in this special issue.

Cited by 7 publications

References 22 publications

Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts

Contrastive Video Examples in Teacher Education: A Matter of Sequence and Prompts

Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach

Metacognition and Critical Thinking: Using ChatGPT-Generated Responses as Prompts for Critique in a Problem-Solving Workshop (SMARTCHEMPer)

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