Learning from Examples: Instructional Principles from the Worked Examples Research

By Robert K. Atkinson, Sharon J. Derry, Alexander Renkl, D. W. Wortham. 2000

1,134 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/de4c5b7874aeb35de8baf80a50657f03beab51ff

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Can Collaborative Learning Improve the Effectiveness of Worked Examples in Learning Mathematics? (2017, background): “Worked examples provide an expert’s problem-solving model, from which students can study and learn (Atkinson et al., 2000).”
Exploring the Assistance Dilemma in Experiments with Cognitive Tutors (2007, background): “Given numerous laboratory results showing benefits of alternating worked examples with problem solving over problem solving alone (Atkinson et al. 2000; Renkl 2002; Sweller Educ Psychol Rev (2007) 19:239–264 255”
Shedding light on and with example spaces (2008, background): “They also distinguished several kinds of examples, including worked-examples (extensively studied, by, among others, Atkinson et al. 2000, Leinhardt 2001, Renkl et al. 1998, and Renkl 2002).”
Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity (2007, background): “Although this approach restricts learners' levels of cognitive load while learning the subskills, compiling these parts into an integrated whole imposes very high intrinsic load, because all subskills must be held simultaneously in working memory to develop the connections between them ( Atkinson, D”
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * (2006, background): “of problem-type schemasdparticularly in the initial phases of skill acquisition (for an overview see Atkinson, Derry, Renkl, & Wortham, 2000 ).”
When worked examples don't work: Is cognitive load theory at an Impasse?☆ (2006, background): “This mediating source of worked-example effects has been divided into intra-example and inter-example design effects in the past (Atkinson et al., 2000).”
Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account (2009, background): “CLT explains the effectiveness of worked examples mainly by their resources-saving characteristics as compared to learning by problem solving ( Atkinson et al. 2000 ; P aas and van Gog 2006 ;R enkl2005 ;R enklet al. 2003; Sweller et al. 1998).”
Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006, background): “Engaging students in studying expert strategies in the form of worked examples improves novice student problem solving and metacognition (Atkinson et al., 2000).”
Worked example effects in individual and group work settings (2010, background): “Most research that has compared studying worked examples with solving problems has studied learners dealing with problems on an individual basis (see Atkinson, Derry, Renkl, & Wortham, 2000 ; Sweller, 1999 ).”
Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, background): “…more heavily on studying worked examples than on problem solving is more effective for learning, as well as more efficient in that better learning outcomes are often reached with less investment of time and effort during acquisition (for reviews, see Atkinson et al. 2000; Sweller et al. 1998).”