Tutor HuntResources Chemistry Resources
The Worked Example Effect
A brief review of a valuable teaching and learning technique
Date : 29/12/2019
The worked example effect is a particularly useful teaching and learning strategy when students engage with a new, higher level of study in a subject. Students are presented with worked solutions demonstrating informed approaches to the application of knowledge and understanding, including faded sets (see `worked example effect` in cognitive load theory) with sequences of questions as well as individual items structured to demonstrate effective working while prompting self-explanation.
As the name suggests, worked examples are used to support learners by setting out a question, the steps needed to formulate a solution, and the final answer. It works well in complex subjects such as chemistry because an example-based approach illustrates well-informed `expert mental models` via the steps used to obtain a solution. Effectiveness has been demonstrated experimentally e.g. Schwonke et al (2009) by using a faded set worked example sequence against a well-supported problem solving approach. Studying solutions has been shown to be very helpful prior to attempts at solving similar problems.
I have used this technique with both A-level and undergraduate chemistry students to good effect, and last year I published a book titled `Worked Examples in Advanced Chemistry` which is based on this method, aimed at smoothing transitions into first- and second-year degree level chemistry, using material typical of the common ground across UK degree programmes where my experience has seen student queries arising more frequently.
More information can be found online including at the link below.
https://researched.org.uk/cognitive-load-theory-in-the-classroom/
This resource was uploaded by: Bernard