翻訳と辞書
Words near each other
・ Workers' Charter
・ Workers' Climate Action
・ Workers' College
・ Workers' Commissions
・ Workers' Communist Party (Denmark)
・ Workers' Communist Party (Italy)
・ Workers' Communist Party (Norway)
・ WorkChoices
・ WorkCover
・ WorkCover Authority of New South Wales
・ Workday
・ Workday, Inc.
・ Worked All Continents
・ Worked All States
・ Worked All Zones
Worked-example effect
・ Worker (disambiguation)
・ Worker Adjustment and Retraining Notification Act
・ Worker and Kolkhoz Woman
・ Worker bee
・ Worker center
・ Worker cooperative
・ Worker director
・ Worker House
・ Worker Justice Center of New York
・ Worker Machine
・ Worker Peasant Student and Popular Front
・ Worker policing
・ Worker Protection Standard
・ Worker Registration Scheme


Dictionary Lists
翻訳と辞書 辞書検索 [ 開発暫定版 ]
スポンサード リンク

Worked-example effect : ウィキペディア英語版
Worked-example effect
The worked-example effect is a learning effect predicted by cognitive load theory (Sweller, 1988). Specifically, it refers to the learning effect observed when worked-examples are used as part of instruction, compared to other instructional techniques such as problem-solving (Renkl, 2005) and discovery learning (Mayer, 2004). According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects" (Sweller, 2006, p. 165).
Worked-examples improve learning by reducing cognitive load during skill acquisition, and “is one of the earliest and probably the best known cognitive load reducing technique” (Paas et al., 2003). In particular, worked-examples provide instructions to reduce intrinsic cognitive load for the learner initially when few schemas are available. Extraneous load is reduced by scaffolding of worked-examples at the beginning of skill acquisition. Finally, worked-examples can increase germane load when prompts for self-explanations are used (Paas et al., 2003).
Renkl (2005) suggests that worked-examples are best used in “sequences of faded examples for certain problem types in order to foster understanding in skill acquisition,” and that prompts, help system, and/or training be used to facilitate the learners’ self-explanations. This view is supported by experimental findings comparing a faded worked-example procedure and a well-supported problem solving approach (Schwonke et al., 2009).
“However, it is important to note that studying () loses its effectiveness with increasing expertise” (Renkl, 2005), an effect known as the expertise reversal effect (Kalyuga, 2007). Further limitations of the classical worked-example method include “focusing on one single correct solution and on algorithmic skill domains” (Renkl, 2005). Addressing such restrictions in multimedia learning environments remains an area of active research (Renkl, 2005).
==Definitions==


抄文引用元・出典: フリー百科事典『 ウィキペディア(Wikipedia)
ウィキペディアで「Worked-example effect」の詳細全文を読む



スポンサード リンク
翻訳と辞書 : 翻訳のためのインターネットリソース

Copyright(C) kotoba.ne.jp 1997-2016. All Rights Reserved.