379
Views
10
CrossRef citations to date
0
Altmetric
LEARNING, INSTRUCTION, AND COGNITION

Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer

, &

References

  • Arcavi, A. (1994). Symbol sense: Informal sense-making in formal mathematics. For the Learning of Mathematics, 14, 24−35.
  • Aleven, V., & Koedinger, K. R. (2000). Limitations of student control: Do students know when they need help? In G. Gauthier, C. Frasson, & K. VanLehn (Eds.), Proceedings of the fifth international conference on intelligent tutoring systems, ITS 2000 (pp. 292−303). Berlin, Germany: Springer Verlag.
  • Aleven, V., McLaren, B., Roll, I., & Koedinger, K. (2004). Toward tutoring help seeking: Applying cognitive modeling to meta-cognitive skills. In J. C. Lester, R. M. Vicario, & F. Paraguaçu (Eds.) Proceedings of seventh international conference on intelligent tutoring systems, ITS 2004 (pp. 227−239). Berlin, Germany: Springer Verlag.
  • Atkinson, R. K. (2002). Optimizing learning from examples using animated pedagogical agents. Journal of Educational Psychology, 94, 416−427.
  • Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research, 70, 181−214.
  • Barnett, S. M., & Ceci, S. J. (2002). When and where do we apply what we learn? A taxonomy for far transfer. Psychological Bulletin, 128, 612−637.
  • Bisanz, J., & LeFevere, J. A. (1992). Understanding elementary mathematics. In J. Campbell (Ed.), The nature and origins of mathematical skills (pp. 113−136). Amsterdam, Netherlands: North Holland, Elsevier Science.
  • Brunstein, A., Betts, S., & Anderson, J. R. (2009). Practice enables successful learning under minimal guidance. Journal of Educational Psychology, 101, 790−802.
  • Butcher, K. R., & Aleven, V. (2013). Using student interactions to foster rule–diagram mapping during problem solving in an intelligent tutoring system. Journal of Educational Psychology, 105(4), 988–1009.
  • Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding. In E. Fennema & T. R. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 19−32). Mahwah, NJ: Lawrence Erlbaum.
  • Carroll, W. M. (1994). Using worked examples as an instructional support in the algebra classroom. Journal of Educational Psychology, 86, 360−367.
  • Chi, M. T. H. (2000). Self-explaining expository texts: The dual processes of generating inferences and repairing mental models. In R. Glaser (Ed.), Advances in instructional psychology (pp. 161−238). Hillsdale, NJ: Lawrence Erlbaum.
  • Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13, 145−182.
  • Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5, 121−152.
  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26, 325−346.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040−1048.
  • Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D. … Zumeta, R. O. (2009). Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. Journal of Educational Psychology, 101, 561−576.
  • Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties. Exceptional Children, 74, 155−173.
  • Fuchs, L. S., Zumeta, R. O., Schumacher, R. F., Powell, S. R., Seethaler, P. M., Hamlett, C. L., & Fuchs, D. (2010). The effects of schema-broadening instruction on second graders' word-problem performance and their ability to represent word problems with algebraic equations: A randomized control study. Elementary School Journal, 110, 440−463.
  • Fuson, K. C., & Willis, G. B. (1989). Second graders' use of schematic drawings in solving addition and subtraction word problems. Journal of Educational Psychology, 81, 514−520.
  • Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95, 393−405.
  • Gerjets, P., Scheiter, K., & Catrambone, R. (2006). Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? Learning and Instruction, 16, 104−211.
  • Gick, M. L., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1−38.
  • Große, C. S., & Renkl, A. (2006). Effects of multiple solution methods in mathematics learning. Learning and Instruction, 16, 122−138.
  • Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge in mathematics: An introductory analysis. In J. Hiebert (Ed.), Conceptual and procedural knowledge: The case of mathematics (pp. 1−27). Hillsdale, NJ: Erlbaum.
  • Holyoak, K. J., & Koh, K. (1987). Surface and structural similarity in analogical transfer. Memory and Cognition, 15(4), 332−340.
  • Jeung, H., Chandler, P., & Sweller, J. (1997). The role of visual indicators in dual sensory mode instruction. Educational Psychology, 17, 329–345.
  • Jitendra, A. K., Star, J., Dupuis, D. N., & Rodriguez, M. (2013). Effectiveness of schema-based instruction for improving seventh-grade students' proportional reasoning: A randomized experiment. Journal of Research on Educational Effectiveness, 6, 114−136.
  • Jitendra, A. K., Star, J. R., Rodriguez, M., Lindell, M., & Someki, F. (2011). Improving students' proportional thinking using schema-based instruction. Learning and Instruction, 21, 731−745.
  • Jitendra, A. K., Star, J., Starosta, K., Leh, J., Sood, S., Caskie, G. … Mack, T. R. (2009). Improving students' learning of ratio and proportion problem solving: The role of schema-based instruction. Contemporary Educational Psychology, 34, 250−264.
  • Kalyuga, S. (2007). Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review, 19, 509−539.
  • Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38, 23−31.
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75−86.
  • Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997). Intelligent tutoring goes to school in the big city. International Journal of Artificial Intelligence in Education, 8, 30−43.
  • Koedinger, K. R., & Aleven, V. (2007). Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19, 239−244.
  • Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42, 109−113.
  • Lee, H. S., & Anderson, J. R. (2013). Student learning: What has instruction got to do with it? Annual Review of Psychology, 64, 445−469.
  • Lee, H. S., Anderson, J. R., Berman, S. R., Ferris-Glick, J., Joshi, A., Nixon, T., & Ritter, S. (2013, September). Exploring optimal conditions of instructional guidance in an algebra tutor. Paper presented at the annual meetings of the Society for Research on Educational Effectiveness (SREE). Washington, DC.
  • Lee, H. S., Anderson, A., Betts, S., & Anderson, J. R. (2011). When does provision of instruction promote learning? In L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3518−3523). Austin, TX: Cognitive Science Society.
  • Lee, H. S., Betts, S., & Anderson, J. R. (2015). Not taking the easy road: When similarity hurts learning. Memory and Cognition, 43(6), 939−952.
  • Lee, H. S., Fincham, J., Betts, S., & Anderson, J. R. (2014). An fMRI investigation of mathematical problem solving. Trends in Neuroscience and Education, 3, 50−62.
  • Lehrer, R., & Schauble, L. (1998). Reasoning about structure and function: Children's conceptions of gears. Journal of Research in Science Teaching, 35, 3–25.
  • Leinhardt, G. (2001). Instructional explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook of research on teaching (pp. 333−357). Washington, DC: American Educational Research Association.
  • Leinhardt, G., & Steele, M. D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition and Instruction, 23, 87−163.
  • Lewis, C. (1988). Why and how to learn why: Analysis-based generalization of procedures. Cognitive Science, 12(2), 211−256.
  • Loewenstein, J., Thompson, L., & Gentner, D. (1999). Analogical encoding facilitates knowledge transfer in negotiation. Psychonomic Bulletin and Review, 6, 586−597.
  • Lovett, M. C. (1992). Learning by problem solving versus by examples: The benefits of generating and receiving information. Proceedings of the Fourteenth Annual Conference of the Cognitive Science Society (pp. 956−961). Hillsdale, NJ: Erlbaum.
  • Mathan, S. A. (2003). Recasting the feedback debate: Benefits of tutoring error detection and correction skills (Unpublished dissertation). Pittsburgh, PA: Carnegie Mellon University.
  • Mayer, R. E. (1989). Systemic thinking fostered by illustrations in scientific text. Journal of Educational Psychology, 81, 240–246.
  • Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. The American Psychologist, 59, 14−19.
  • Mayer, R. E., & Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis. Journal of Educational Psychology, 83, 484–490.
  • Mayer, R. E., & Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84, 444–452.
  • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93(1), 187−198.
  • Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94(1), 156−163.
  • Morgan, P., & Ritter, S. (2002). An experimental study of the effects of Cognitive Tutor® Algebra I on student knowledge and attitude. Pittsburgh, PA: Carnegie Learning, Inc. Retrieved from http://www.carnegielearning.com
  • Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173−199.
  • Pane, J. F., Griffin, B. A., McCaffrey, D. F., & Karam, R. (2013). Effectiveness of Cognitive Tutor Algebra I at scale. Santa Monica, CA: RAND. Retrieved from http://www.rand.org/pubs/working_papers/WR984.
  • Pedone, R., Hummel, J. E., & Holyoak, K. J. (2001). The use of diagrams in analogical problem solving. Memory and Cognition, 29, 214−221.
  • Penner, D. E., Giles, N. D., Lehrer, R., & Schauble, L. (1996). Building functional models: Designing an elbow. Journal of Research in Science Teaching, 34, 125–143.
  • Perry, M. (1991). Learning and transfer: Instructional conditions and conceptual change. Cognitive Development, 6, 449−468.
  • Pirolli, P. L., & Anderson, J. R. (1985). The role of learning from examples in the acquisition of recursive programming skills. Canadian Journal of Psychology/Revue Canadienne de Psychologie, 39(2), 240−272.
  • Renkl, A. (1997). Learning from worked-out examples: A study on individual differences. Cognitive Science, 21, 1−29.
  • Renkl, A. (2002). Worked-out examples: Instructional explanations support learning by self-explanations. Learning and Instruction, 12, 529−556.
  • Renkl, A. (2005). The worked-out-example principle in multimedia learning. In R. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 229−246). Cambridge, UK: Cambridge University Press.
  • Renkl, A. (2011). Instruction based on examples. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 272−295). New York, NY: Routledge.
  • Renkl, A., Stark, R., Gruber, H., & Mandl, H. (1998). Learning from worked-out examples: The effects of example variability and elicited self-explanations. Contemporary Educational Psychology, 23, 90−108.
  • Ringenberg, M., & VanLehn, K. (2006). Scaffolding problem solving with annotated, worked-out examples to promote deep learning. In K. Ashley & M. Ikeda (Eds.), Intelligent tutoring systems: Eighth international conference, ITS2006. (pp. 625−634). Amsterdam, Netherlands: IOS Press.
  • Rittle-Johnson, B., & Alibali, M. W. (1999). Conceptual and procedural knowledge of mathematics: Does one lead to the other? Journal of Educational Psychology, 91, 175−189.
  • Rittle-Johnson, B., Siegler, R. S., & Alibali, M. W. (2001). Developing conceptual understanding and procedural skill in mathematics: An iterative process. Journal of Educational Psychology, 93, 346−362.
  • Salden, R. J. C. M., Aleven, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science, 38, 289−307.
  • Schoenfeld, A. H., & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology: Learning, Memory, and Cognition, 8(5), 484−494.
  • Schworm, S., & Renkl, A. (2006). Computer-supported example-based learning: When instructional explanations reduce self-explanations. Computers and Education, 46, 426−445.
  • Silver, E. A. (1981). Recall of mathematical problem information: Solving related problems. Journal for Research in Mathematics Education, 12, 54−64.
  • Skemp, R. R. (1976). Relational understanding and instrumental understanding. Arithmetic Teacher, 26, 9−15.
  • Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19−30). Cambridge, UK: Cambridge University Press.
  • Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2, 59−89.
  • Sweller, J., Van Merriënboer, J., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251−296.
  • Tarmizi, R. A., & Sweller, J. (1988). Guidance during mathematical problem solving. Journal of Educational Psychology, 80, 424−436.
  • Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure. New York, NY: Routledge.
  • Trafton, J. G., & Reiser, B. J. (1993). The contributions of studying examples and solving problems to skill acquisition. In M. Polson (Ed.), Proceedings of the Fifteenth annual conference of the Cognitive Science Society (pp. 1017–1022). Hillsdale, NJ: Erlbaum.
  • Tuovinen, J. E., & Sweller, J. (1999). Comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334–341.
  • Van Dooren, W., De Bock, D., Vleugels, K., & Verschaffel, L. (2010). Just answering … or thinking? Contrasting pupils' solutions and classifications of missing-value world problems. Mathematical Thinking and Learning: An International Journal, 12(1), 20−35.
  • Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2004). Process-oriented worked examples: Improving transfer performance through enhanced understanding. Instructional Science, 32, 83–98.
  • Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2006). Effects of process-oriented worked examples on troubleshooting transfer performance. Learning and Instruction, 16, 154–164.
  • Van Gog, T., Paas, F., & Van Merriënboer, J. J. G. (2008). Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency. Learning and Instruction, 18, 211–222.
  • Ward, M., & Sweller, J. (1990). Structuring effective worked examples. Cognition and Instruction, 7, 1−39.
  • Wittwer, J., & Renkl, A. (2008). Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations. Educational Psychologist, 43, 49−64.
  • Wittwer, J., & Renkl, A. (2010). How effective are instructional explanations in example-based learning? A meta-analytic review. Educational Psychology Review, 22, 393−409.
  • Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem solving instruction on students with learning problems. Journal of Special Education, 39, 181−192.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.