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The effects of example-free instruction and worked examples on problem-solving.

Christopher Lange1, Norah Almusharraf2, Yuliya Koreshnikova3

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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.

Keywords:
Cognitive loadCritical thinkingDirect instructionExample-based instructionExample-free instructionGermane loadInstructional explanationsProblem-solvingWorked examples

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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.