Problem Solving in Geometry: Comparing the effects of non-goal specific instruction and conventional worked examples

Lim, Eng Leong; Moore, Dennis W.

doi:10.1080/0144341022000023653

Cited by 6 publications

(3 citation statements)

References 25 publications

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“…Despite the benefits of participants' use of examples on the effective acquisition of problem-solving skills (e.g., Catrambone, 1994Catrambone, , 1996Chen, 1995;Ross & Kennedy, 1990) and the wide use of pictorial examples as problem-solving aids in a variety of educational settings (e.g., Doornekamp, 2001;Lim & Moore, 2002;Noh & Scharmann, 1997), there is a relative paucity of research on the specific circumstances under which the use of examples benefits or impairs the solver's performance. Most important, very few studies in psychology (e.g., Jansson & Smith, 1991;Smith et al, 1993) have examined the cognitive mechanisms underlying possible negative transfer effects following the use of examples.…”

Section: The Present Study: Overview and Designmentioning

confidence: 99%

“…Although Jansson and Smith (1991) and Purcell et al (1993) provided evidence for the occurrence of fixation specifically in design students and professional engineers, fixation from pictorial examples might be a more general problem-solving phenomenon, one that affects both design experts and participants naive to design tasks. If fixation due to example designs occurs irrespective of the individual's area of expertise, it may reflect a broader cognitive phenomenon, the implications of which are critical for learning and instruction, given the wide use of pictorial examples in a variety of educational settings (e.g., Lim & Moore, 2002). A variation of Jansson and Smith's (1991) experiment was therefore undertaken to determine whether fixation occurs in a laboratory design problem-solving situation with participants naive to design tasks.…”

Section: The Present Study: Overview and Designmentioning

confidence: 99%

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Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Chrysikou

Weisberg

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

220

175

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Two experiments examined possible negative transfer in nonexperts from the use of pictorial examples in a laboratory design problem-solving situation. In Experiment 1, 89 participants were instructed to "think aloud" and were assigned to 1 of 3 conditions: (a) control (standard instructions), (b) fixation (inclusion of a problematic example, describing its problematic elements), or (c) defixation (inclusion of a problematic example, with instructions to avoid using problematic elements). Negative transfer due to examples was measured both quantitatively and qualitatively through verbal protocols. Verbal protocols (N ϭ 176) were analyzed for participants' reasons for reference to the examples. In Experiment 2, fixation to examples was evaluated in nonverbalizing participants (N ϭ 60). Results of both experiments suggest that (a) although participants consulted the problem instructions, they tended to follow the examples even when they included inappropriate elements and (b) the fixation effects can be diminished with the use of defixating instructions.

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Section: The Present Study: Overview and Designmentioning

confidence: 99%

Section: The Present Study: Overview and Designmentioning

confidence: 99%

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Chrysikou

Weisberg

2005

Journal of Experimental Psychology: Learning, Memory, and Cogni

220

175

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“…Presenting examples that represent real-life problems helps set goals and supports development of metacognition that helps learners evaluate future applications of knowledge and skills (Lim and Moore, 2002).…”

Section: Guidelines To Support Self-assessmentmentioning

confidence: 99%

Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning

Menéndez-Blanco

Veer

Benvenuti

et al. 2012

Constructing Self-Discovery Learning Spaces Online

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This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.

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A Multi-dimensional Taxonomy for Automating Hinting

Tsovaltzi

Fiedler

Horacek

2004

Intelligent Tutoring Systems

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Problem Solving in Geometry: Comparing the effects of non-goal specific instruction and conventional worked examples

Cited by 6 publications

References 25 publications

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Following the Wrong Footsteps: Fixation Effects of Pictorial Examples in a Design Problem-Solving Task.

Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning

A Multi-dimensional Taxonomy for Automating Hinting

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