The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra¶
Sweller, J., & Cooper, G. A. (1985). The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction, 2(1), 59-89.
Cited by¶
4 citations across 4 artifacts.
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Primes¶
- Scaffolding
- The OLI architecture below leans heavily on the worked-example effect, which Sweller and Cooper (1985) established empirically by showing that algebra learners who studied worked examples acquired schemas more efficiently than learners who solved an equivalent set of conventional problems.
This sourceOriginal empirical demonstration of the worked-example effect—the foundation for faded-worked-example scaffolding sequences in mathematics and beyond.
- The OLI architecture below leans heavily on the worked-example effect, which Sweller and Cooper (1985) established empirically by showing that algebra learners who studied worked examples acquired schemas more efficiently than learners who solved an equivalent set of conventional problems.
Mechanisms¶
- Exemplar Comparison
- Studying worked exemplars is often a more efficient route to competence for novices than being told abstract criteria.
This sourceFinds that novice algebra learners studying worked examples use less acquisition time than conventional problem solvers and later solve structurally identical problems faster and with fewer errors; it does not compare abstract-criteria instruction.
- Studying worked exemplars is often a more efficient route to competence for novices than being told abstract criteria.
- Positive / Negative Example Deck
- Studied worked examples like these can teach a category faster than unguided practice
This sourceFinds that worked-example study can reduce learning time and improve speed and accuracy on later structurally similar problems compared with conventional problem solving.
- Studied worked examples like these can teach a category faster than unguided practice
- Worked Example
- Worked examples are strongest early in learning an unfamiliar problem class, where the dominant cost is search and the learner has no schema to lean on — the well-documented worked-example effect.
This sourceShows a worked-example advantage for novice learning and subsequent problem solving.
- Worked examples are strongest early in learning an unfamiliar problem class, where the dominant cost is search and the learner has no schema to lean on — the well-documented worked-example effect.
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