Complex Problem Solving and Worked Examples
The Role of Prompting Strategic Behavior and Fading-in Solution Steps
Abstract
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.
Wie können Lösungsbeispiele angereichert werden, um komplexes Problemlösen zu unterstützen? N = 92 Schülerinnen und Schüler der 8. Jahrgangsstufe bearbeiteten paarweise ein Problem aus der Physik. Problemlösen wurde unterstützt durch eine von drei Varianten eines Lösungsbeispiels: (a) durch ein zusammenhängendes Lösungsbeispiel, (b) durch ein schrittweise dargebotenes Lösungsbeispiel oder (c) durch ein schrittweise dargebotenes Lösungsbeispiel mit strategischen Prompts. In den Bedingungen (b) und (c) steuerten die Lernenden selbst, wann sie sich dem nächsten Lösungsschritt widmeten. In Bedingung (c) war jedem Lösungsschritt ein Prompt vorangestellt, der strategisches Lernverhalten anregen sollte (z.B. Notizen machen, eine Skizze anfertigen, mit dem Lernpartner kommunizieren etc.). Prompts und Lösungsschritte wurden auf separaten “Kärtchen” dargeboten. Die inkrementellen Darbietungen des Lösungsbeispiels führten im Vergleich zur zusammenhängenden Präsentation zu einem positiveren Lernerleben (höhere Kompetenzwahrnehmung, niedrigere kognitive Belastung). Aber nur wenn zusätzlich zur inkrementellen Darbietung auch durch Prompts zu strategischem Lernverhalten angeregt wurde, erinnerten sich mehr Schülerinnen und Schüler an die korrekte Problemlösung und reproduzierten mehr Lösungsschritte.
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