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Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge

journal contribution
posted on 17.05.2021, 13:14 by Ouhao ChenOuhao Chen, Geoff Woolcott, Slava Kalyuga
In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies have examined these influences focused mostly on procedural rather than conceptual knowledge. This paper takes a deeper look at the effect of types of knowledge concentrating on conceptual knowledge. An experiment is reported comparing the Problem-Example and Example-Problem sequences on two levels of element interactivity, low versus high, which were associated with two types of conceptual knowledge (general principle knowledge and knowledge of principles underlying procedures, accordingly). Since there was no difference found between these sequences for either level of element interactivity, the paper discusses conditions of effectiveness of example-based instructions for different knowledge types in the broader context of Explicit Instruction First and Problem-Solving First approaches.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The Educational and Developmental Psychologist

Publisher

Taylor & Francis

Version

AM (Accepted Manuscript)

Rights holder

© Australian Psychological Society

Publisher statement

This is an Accepted Manuscript of an article published by Taylor & Francis in The Educational and Developmental Psychologist on 16 May 2021, available online: http://www.tandfonline.com/10.1080/20590776.2021.1915098.

Acceptance date

07/04/2021

Publication date

2021-05-16

Copyright date

2021

ISSN

2059-0776

eISSN

2059-0784

Language

en

Depositor

Dr Ouhao Chen. Deposit date: 17 May 2021