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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2013
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| Online Access: | https://eric.ed.gov/?id=ED555031 |
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| _version_ | 1867181876096008192 |
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| author | Kickham-Samy, Mary |
| author_facet | Kickham-Samy, Mary Kickham-Samy, Mary |
| collection | Education Resources Information Center |
| contents | Worked Examples in Teaching Queries for Searching Academic Databases Kickham-Samy, Mary Databases Electronic Libraries Search Engines Search Strategies Online Searching Educational Research Cognitive Psychology Teaching Methods Problem Solving Learning Strategies Intermode Differences Cohort Analysis Instructional Effectiveness College Students The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson & Grobe, 2004). This study showed that studying worked examples was more effective than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| format | Recurso educativo Open Access |
| id | eric_ED555031 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2013 |
| record_format | eric |
| spellingShingle | Worked Examples in Teaching Queries for Searching Academic Databases Kickham-Samy, Mary Databases Electronic Libraries Search Engines Search Strategies Online Searching Educational Research Cognitive Psychology Teaching Methods Problem Solving Learning Strategies Intermode Differences Cohort Analysis Instructional Effectiveness College Students Worked Examples in Teaching Queries for Searching Academic Databases Kickham-Samy, Mary Databases Electronic Libraries Search Engines Search Strategies Online Searching Educational Research Cognitive Psychology Teaching Methods Problem Solving Learning Strategies Intermode Differences Cohort Analysis Instructional Effectiveness College Students The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students perform less well when exposed to worked examples than when exposed to traditional problem solving (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, Chandler, & Sweller, 1998; Kalyuga, Chandler, Tuovinen, & Sweller, 2001). A possible alternative to the worked-example approach is the fading example, designed to transition intermediate students to solving well-structured problems without assistance (Renkl, Atkinson & Grobe, 2004). This study showed that studying worked examples was more effective than solving problems or completing fading examples when learning to form search queries for library databases, an ill-structured problem-solving environment. In addition, participants within the worked-example group with low, intermediate and high levels of domain-specific knowledge achieved parity. Within the traditional problem-solving group, those with low domain-specific knowledge performed less well than those with high domain-specific knowledge. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| title | Worked Examples in Teaching Queries for Searching Academic Databases |
| topic | Databases Electronic Libraries Search Engines Search Strategies Online Searching Educational Research Cognitive Psychology Teaching Methods Problem Solving Learning Strategies Intermode Differences Cohort Analysis Instructional Effectiveness College Students |
| url | https://eric.ed.gov/?id=ED555031 |