Worked example effects in individual and group work settings

Retnowati, Endah; Ayres, Paul; Sweller, John

doi:10.1080/01443411003659960

Cited by 56 publications

(46 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Providing the costs of collaborating are less than the effective increase in working memory due to pooling, performance should be increased compared to individual learning. Endah Retnowati, a PhD student of Paul Ayres and mine from Indonesia followed up on that work (Retnowati, Ayres, & Sweller, 2010).…”

Section: More Recent Cognitive Load Effectsmentioning

confidence: 99%

Story of a Research Program

Sweller

2016

edrev

Self Cite

View full text Add to dashboard Cite

show abstract

Section: More Recent Cognitive Load Effectsmentioning

confidence: 99%

Story of a Research Program

Sweller

2016

edrev

Self Cite

View full text Add to dashboard Cite

show abstract

“…Evidence on the effectiveness of worked example based instruction has been shown by cognitive load theorists [9,11,14,15] using control experiments. How to implement the instruction in the classroom may consider the nature of the interaction between teacher and students in the classroom, which may be different with the experiment procedure used by the researchers.…”

Section: The Implementation Of the Worked Examplementioning

confidence: 99%

“…During the instruction, it is also important to motivate students to understand meaningfully rather than just memorizing. For a complex learning material, individually acquiring the problem and the solution steps are suggested than with companion of their peers [14,15]. After finishing all of the paired problem solving, students may be given the correct answer for them clarifying their work result.…”

Section: The Implementation Of the Worked Examplementioning

confidence: 99%

Designing worked examples for learning tangent lines to circles

Retnowati

2018

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

Abstract. Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

show abstract

“…Another method is learning using worked-example (Retnowati, Ayres, & Sweller, 2010;Margulieux & Catrambone, 2016;McLaren, Van Gog, Ganoe, Karabinos, & Yaron, 2016)and what kind of assistance to provide, is a much-debated problem in research on learning and instruction. This study presents two multi-session classroom experiments in the domain of chemistry, comparing the effectiveness and efficiency of three high-assistance (worked examples, tutored problems, and erroneous examples.…”

Section: Characteristics Of Proof Comprehension and Appropriate Learnmentioning

confidence: 99%

Understanding on Strategies of Teaching Mathematical Proof for Undergraduate Students

Syamsuri

Marethi

Mutaqin

2018

View full text Add to dashboard Cite

Many researches revealed that many students have difficulties in constructing proofs. Based on our empirical data, we develop a quadrant model to describe students' classification of proof result. The quadrant model classifies a students' proof construction based on the result of mathematical thinking. The aim of this article is to describe a students' comprehension of proof based on the quadrant model in order to give appropriate suggested learning. The research is an explorative research and was conducted on 26 students majored in mathematics education in public university in Banten province, Indonesia. The main instrument in explorative research was researcher itself. The support instruments are provingtask and interview guides. These instruments were validated from two lecturers in order to guarantee the quality of instruments.Based on the results, some appropriate learning activities should be designed to support the students' characteristics from each quadrant, i.e: a hermeneutics approach, using the twocolumn form method, learning using worked-example, or using structural method. Keywords: proof, proving learning, undergraduate, quadrant model MEMAHAMI STRATEgI PENgAJARAN PEMbuKTIAN MATEMATIS DI PERguRuAN TINggIAbstrak: Banyak peneliti pendidikan matematika menyatakan bahwa siswa mengalami kesulitan dalam mengonstruksi bukti. Berdasarkan kajian empiris, penulis membangun suatu model kuadran untuk mendeskripsikan kategori konstruksi bukti yang dibangun siswa. Model kuadran tersebut mengklasifikasikan konstruksi bukti berdasarkan cara berpikir matematis saiwa. Adapun tujuan dari artikel ini ialah mendeskripsikan pemahaman siswa dalam mengonstruksi bukti berdasarkan model kuadran serta memberikan saran strategi pembelajarannya. Penelitian ini merupakan penelitian eksploratif yang melibatkan 26 mahasiswa Jurusan Pendidikan Matematika pada universitas negeri di Provinsi Banten. Instrumen utama dalam penelitian eksploratif adalah peneliti sendiri. Instrumen pendukungnya ialah tugas pembuktian matematis dan panduan wawancara. Kedua instrumen pendukung tersebut telah divalidasi untuk menjamin kualitas instrumen yang digunakan. Hasil penelitian ini memberikan saran terkait aktivitas pembelajaran yang seharusnya dilakukan oleh pengajar agar sesuai dengan karakteristik berpikir siswa dalam mengonstruksi bukti pada masing-masing kuadran, misalnya : pendekatan heurmenistik, menggunakan metode dua-kolom, pembelajaran worked-example ataupun menggunakan metode terstruktur.Kata Kunci: bukti, pengajaran bukti, mahasiswa, model kuadran

show abstract

Worked example effects in individual and group work settings

Cited by 56 publications

References 43 publications

Story of a Research Program

Story of a Research Program

Designing worked examples for learning tangent lines to circles

Understanding on Strategies of Teaching Mathematical Proof for Undergraduate Students

Contact Info

Product

Resources

About