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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
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The effects of example-free instruction and worked examples on problem-solving
Christopher Lange1, Norah Almusharraf2, Yuliya Koreshnikova3
1Dankook University, Department of British and American Humanities, Yongin, South Korea.
Heliyon
|August 30, 2021
Summary
Example-free instruction is more effective for problem-solving than worked examples alone. Instructional explanations enhance cognitive processing more than worked examples for critical thinking skills.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Instructional Design
Background:
- Worked examples are effective for reducing cognitive load and improving problem-solving within direct instruction.
- Existing research often integrates worked examples with instructional explanations, leaving a gap in understanding their individual effects.
- The study addresses the need to differentiate the impact of example-free explanations versus explanation-free worked examples.
Purpose of the Study:
- To investigate the individual problem-solving effects of example-free instructional explanations and worked examples without explanations.
- To compare the efficacy of instructional explanations versus worked examples on cognitive processing and problem-solving in critical thinking.
- To provide a granular analysis of direct instruction components on cognitive load and problem-solving.
Main Methods:
- A study involving 32 university students in South Korea learning critical thinking.
- Participants were exposed to either example-free instructional explanations or worked examples without explanations.
- Data collected on problem-solving performance and self-reported cognitive processing efficiency.
Main Results:
- Example-free instructional explanations led to significantly better problem-solving outcomes compared to worked examples lacking explanations.
- Participants reported more efficient cognitive processing when critical thinking problems were presented via instructional explanation.
- The study differentiates the impact of specific instructional components on learning outcomes.
Conclusions:
- Instructional explanations, independent of worked examples, are more beneficial for problem-solving in critical thinking.
- Worked examples may not be universally superior; the presence of explanation is a key factor in their effectiveness.
- Findings offer insights into optimizing direct instruction by understanding the distinct contributions of its components to cognitive load and problem-solving.
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