Learning Geometry Problem Solving by Studying Worked Examples: Effects of Learner Guidance and Expertise
Bokosmaty, S., Sweller, J., & Kalyuga, S. · 2015
grade Brctdeveloper-ledreplicated
Sample
High-school geometry students
Population
High-school geometry (theorem-based proofs); novices vs more-knowledgeable learners.
Design
Classroom-based randomized experiments crossing guidance amount with expertise — an authentic-content test of worked-example expertise reversal.
Key findings
Expertise reversal in authentic classroom geometry: novices benefit from fully-guided worked examples, but for learners who have partly acquired the theorems the extra step guidance becomes redundant and depresses performance. Match guidance to prior knowledge; fade it as expertise grows.
Genetic confound
Prior-knowledge interaction, not ability/g.
Replication notes
Replicates worked-example expertise reversal in an authentic school subject with real classroom students.
DOI / URL
10.3102/0002831214549450
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Novices: full theorem+step worked examples vs less guidance | direction | full-guidance worked examples superior for novices | researcher-designed | immediate; classroom | active-alternative | end-of-treatment | domain-skill |
| More knowledgeable learners: added step guidance | interaction | added guidance INHIBITS performance (redundant) — expertise reversal | researcher-designed | immediate; classroom | active-alternative | end-of-treatment | domain-skill |
Cited by
- Worked examples (studying solutions vs solving problems)moderate supportconf: mediumgc: low