Project 3
Part 3
Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. . (2002). From example study to problem solving:
Smooth transitions help learning.
Research: it is effective to combine example study and problem solving in the initial acquisition of
cognitive skills.
Example-problem pairs: the example condition consisted of examples followed by isomorphic
problems-to-be-solved.
Previous studies typically contain abrupt transitions from examples to independent problem
solving. Fading: a smooth transition from complete worked-out examples to problems-to-be-solved.
A complete example (model). -> An example in which one single solution step is omitted (coached
problem solving). -> The number of blanks is increased step-by-step until just the problem
formulation is left; a problem-to-be-solved (independent problem solving).
Experiment 1: field experiment
Tested whether a smooth transition from example study to problem solving is more effective than
learning by example-problem pairs.
Method
Sample and design. Two ninth-grade classrooms. A physics lesson on electricity based on 4
examples/problems. One classroom (n = 20): a fading procedure; Other classroom (n = 15): example-
problem pairs. Each example/problem involved 3 solution steps. Half of the steps were worked out,
the other half were to be generated.
The investigation as part of the regular physics instruction.
Learning environment. Fading classroom: (a) a complete example, (b) an example with the last
solution step left out, (c) an example with the last two steps omitted, and (d) a problem in which all
three steps were missing ("backward rationale" of omitting solution steps). Example-problem group:
a complete example was presented twice; each time, it was followed by a corresponding problem.
Instruments. Pretest: 4. Posttest: 6 problems. 4 near transfer problems had the same underlying
structure (solution rationale; the same solution steps had to be applied in the same order) as the
examples and problems used in the learning phase but different surface features (cover story,
numbers). 2 far transfer problems because both the underlying structure and the surface features
differed.
Procedure. Basic knowledge of the concepts and rules of electricity was introduced in the context of
regular instruction -> a pretest that measured prior knowledge of the abstract rules involved in
solving domain problems -> 2 days later, the school lessons in which the experimental variation took
place were conducted -> after 2 additional days, the students worked on a posttest.
Results
The fading procedure clearly fostered near transfer performance.
Experiment 2: laboratory experiment
To replicate the results of the field experiment under more controlled conditions. Tested for one
possible mediating mechanism.
Part 3
Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. . (2002). From example study to problem solving:
Smooth transitions help learning.
Research: it is effective to combine example study and problem solving in the initial acquisition of
cognitive skills.
Example-problem pairs: the example condition consisted of examples followed by isomorphic
problems-to-be-solved.
Previous studies typically contain abrupt transitions from examples to independent problem
solving. Fading: a smooth transition from complete worked-out examples to problems-to-be-solved.
A complete example (model). -> An example in which one single solution step is omitted (coached
problem solving). -> The number of blanks is increased step-by-step until just the problem
formulation is left; a problem-to-be-solved (independent problem solving).
Experiment 1: field experiment
Tested whether a smooth transition from example study to problem solving is more effective than
learning by example-problem pairs.
Method
Sample and design. Two ninth-grade classrooms. A physics lesson on electricity based on 4
examples/problems. One classroom (n = 20): a fading procedure; Other classroom (n = 15): example-
problem pairs. Each example/problem involved 3 solution steps. Half of the steps were worked out,
the other half were to be generated.
The investigation as part of the regular physics instruction.
Learning environment. Fading classroom: (a) a complete example, (b) an example with the last
solution step left out, (c) an example with the last two steps omitted, and (d) a problem in which all
three steps were missing ("backward rationale" of omitting solution steps). Example-problem group:
a complete example was presented twice; each time, it was followed by a corresponding problem.
Instruments. Pretest: 4. Posttest: 6 problems. 4 near transfer problems had the same underlying
structure (solution rationale; the same solution steps had to be applied in the same order) as the
examples and problems used in the learning phase but different surface features (cover story,
numbers). 2 far transfer problems because both the underlying structure and the surface features
differed.
Procedure. Basic knowledge of the concepts and rules of electricity was introduced in the context of
regular instruction -> a pretest that measured prior knowledge of the abstract rules involved in
solving domain problems -> 2 days later, the school lessons in which the experimental variation took
place were conducted -> after 2 additional days, the students worked on a posttest.
Results
The fading procedure clearly fostered near transfer performance.
Experiment 2: laboratory experiment
To replicate the results of the field experiment under more controlled conditions. Tested for one
possible mediating mechanism.
