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From Studying Examples to Solving Problems: Fading Worked-Out Solution Steps Helps Learning (2000)
| Venue: | Proceedings of the 22 nd Annual Conference of the Cognitive Science Society |
| Citations: | 25 - 0 self |
BibTeX
@INPROCEEDINGS{Renkl00fromstudying,
author = {Alexander Renkl and Robert K. Atkinson and Uwe H. Maier},
title = {From Studying Examples to Solving Problems: Fading Worked-Out Solution Steps Helps Learning},
booktitle = {Proceedings of the 22 nd Annual Conference of the Cognitive Science Society},
year = {2000},
pages = {393--398},
publisher = {Erlbaum}
}
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Abstract
Research has shown that it is effective to combine example study and problem solving in the initial acquisition of cognitive skills. Present methods for combining these learning modes are, however, static and do not support a transition from example study in early stages of skill acquisition to later problem solving. Against this background, we propose a successive integration of problemsolving elements into example study until the learners solve problems on their own (i.e., complete example increasingly more incomplete examples problem to-besolved) . We tested the effectiveness of such a fading procedure against the traditional method of employing exampleproblem pairs. In a field experiment and in a more controlled lab experiment, we found that the fading procedure fosters learning, at least when near transfer performance is considered. Moreover, this effect is mediated by a lower number of errors under the fading condition as compared to the example-problem condition.
Keyphrases
example study worked-out solution step help learning cognitive skill field experiment exampleproblem pair initial acquisition fading condition fading procedure foster complete example early stage controlled lab experiment near transfer performance example-problem condition present method traditional method problem solving successive integration fading procedure incomplete example problem skill acquisition
