Complex Problem Solving and Worked Examples

Abstract

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Instruction and cognition

“…Learners also benefit from having opportunities to practice problem solving very soon after seeing worked examples 26,27. However, learners may need a critical level of prior knowledge before they can benefit from worked examples,25 and presenting worked examples in multiple steps and with strategy prompts can lead to better learning 21. Worked examples have been under‐researched in domains outside of science, technology, engineering, and mathematics (STEM), perhaps because STEM problems tend to be well‐defined and many are solvable using specific heuristics.…”

“…Only a small subset of learners can without guidance identify the appropriate procedure, identify the relevant and irrelevant information, and perform correct calculations or apply appropriate inductive or deductive reasoning. The majority of learners benefits from explicit demonstrations of these steps, as shown in research with middle school, 20,21 high school, [22][23][24] and undergraduate 25 multiple academic domains such as chemistry, 25 geometry, 20 and algebra. 24 Furthermore, worked examples can be effective in both individual and small group settings.…”

Developing a computer-based assessment of complex problem solving in Chemistry

“…This result underpins the significance of knowledge acquisition by interacting with a given system (Goode and Beckmann 2010;Sonnleitner et al 2013). Although the assessments were designed in such a way that students with low prior knowledge could successfully solve the problem, prior knowledge on the chemical concepts, implemented in the CBA, was beneficial (supporting Friege and Lind 2006;Hambrick 2005;Schmidt-Weigand et al 2009). To some degree, this finding indicates the domain dependence of CPS.…”

“…As mentioned above, the transfer of problem-solving competences into domain-specific areas gains importance, especially in science education because the underlying processes and skills are closely related to scientific inquiry (Friege and Lind 2006;Klahr 2000;Künsting et al 2011;Schmidt-Weigand et al 2009). Especially the features of interactivity of experimental systems are powerful tools for the assessment of scientific process skills (Jurecka 2008;Rutten et al 2011;Kim and Hannafin 2011;Wu and Pedersen 2011).…”

Exemplar Learning and Schematization in Language Development

“…A further study (Schmidt-Weigand et al 2009) proves the usefulness of additional support by means of stepwise structuring facilities. Comparing different supporting means in problem-solving situations, a worked example given as a whole, a worked example presented incrementally, and a worked example presented incrementally with additional strategic prompts, leads to the finding that students selfregulation results in an improved learning outcome when each solution step is prompted by a hint (e.g., note taking, sketching, etc.).…”