Challenges in Modeling Nonlinear Systems: A Worked Example

Author(s):  
Henry D. I. Abarbanel
2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.


2014 ◽  
Author(s):  
Charlyn W. Shaw ◽  
Rayne A. Sperling ◽  
David C. Falvo ◽  
Peter T. Olszewski

2014 ◽  
Vol 134 (11) ◽  
pp. 1708-1715
Author(s):  
Tomohiro Hachino ◽  
Kazuhiro Matsushita ◽  
Hitoshi Takata ◽  
Seiji Fukushima ◽  
Yasutaka Igarashi

2012 ◽  
Vol 132 (6) ◽  
pp. 913-918 ◽  
Author(s):  
Kayoko Hayashi ◽  
Toru Yamamoto ◽  
Kazuo Kawada

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