Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition¶
Renkl, A., & Atkinson, R. K. (2003). Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective. Educational Psychologist, 38(1), 15-22.
Cited by¶
1 citation across 1 artifact.
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Mechanisms¶
- Worked Example Fading
- Its strength is that for well-structured procedural problems, studying a worked example and completing faded versions is more efficient than unguided problem-solving — the worked-example effect
This sourceShows that worked examples followed by progressively faded solution steps improve early acquisition of structured cognitive skills while managing cognitive load.
- Its strength is that for well-structured procedural problems, studying a worked example and completing faded versions is more efficient than unguided problem-solving — the worked-example effect
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