Finding and fixing errors in worked examples: Can this foster learning outcomes?

Große, Cornelia S.; Renkl, Alexander

doi:10.1016/j.learninstruc.2007.09.008

Cited by 239 publications

(227 citation statements)

References 27 publications

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“…When different types of tasks or examples are mixed, the learners are forced to distinguish between them and thus get better at making sense of novel tasks and examples. Other studies have shown that students' prior knowledge affects learning when comparing multiple examples ), and when a mix of correct and incorrect examples is used in worked examples (Große and Renkl 2007). It has been argued that differences in the examples used that are too difficult to align can be less beneficial for student learning (Gentner and Markman 1994).…”

Section: Variation and Exemplificationmentioning

confidence: 99%

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Kullberg

Kempe

Marton

2017

ZDM Mathematics Education

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Section: Variation and Exemplificationmentioning

confidence: 99%

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Kullberg

Kempe

Marton

2017

ZDM Mathematics Education

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“…In the time in which the participants in the other conditions observed the model's selfassessment and/or task selection, participants in the NO condition were instructed to indicate whether the model made any errors during task performance, and if so, what the errors were and what the correct step would have been. Finding and fixing errors in examples may foster the acquisition of problem-solving skills (see Große & Renkl, 2007), and it can also be expected to direct students' attention toward assessment of performance (of the model) to some extent.…”

Section: Participants and Designmentioning

confidence: 99%

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Kostons

Gog

Paas

2012

Learning and Instruction

217

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a b s t r a c tFor self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N ¼ 80) acquisition of selfassessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N ¼ 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in selfregulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.

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“…Some studies on worked examples have deviated from presenting a didactical solution and have used erroneous examples with an instruction for students to find and fix the errors (e.g., Große and Renkl 2007) or with additional feedback (e.g., Kopp et al 2008) to stimulate students to process the examples more deeply. As mentioned before, modeling examples that show a model's natural rather than didactical behavior are likely to contain errors and also often show the correction of those errors by the model.…”

Section: How Should Examples Be Designed To Optimize Their Effectivenmentioning

confidence: 99%

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

2010

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Example-based learning has been studied from different perspectives. Cognitive research has mainly focused on worked examples, which typically provide students with a written worked-out didactical solution to a problem to study. Social-cognitive research has mostly focused on modeling examples, which provide students the opportunity to observe an adult or a peer model performing the task. The model can behave didactically or naturally, and the observation can take place face to face, on video, as a screen recording of the model's computer screen, or as an animation. This article reviews the contributions of the research on both types of example-based learning on questions such as why examplebased learning is effective, for what kinds of tasks and learners it is effective, and how examples should be designed and delivered to students to optimize learning. This will show both the commonalities and the differences in research on example-based learning conducted from both perspectives and might inspire the identification of new research questions. Bandura's (1977Bandura's ( , 1986) social learning theory. Both argue that it would be Educ Psychol Rev (2010) 22:155-174 Keywords

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Finding and fixing errors in worked examples: Can this foster learning outcomes?

Cited by 239 publications

References 27 publications

What is made possible to learn when using the variation theory of learning in teaching mathematics?

What is made possible to learn when using the variation theory of learning in teaching mathematics?

Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

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