ABSTRACT

In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies have examined these influences focused mostly on procedural rather than conceptual knowledge. This paper takes a deeper look at the effect of types of knowledge concentrating on conceptual knowledge. An experiment is reported comparing the Problem-Example and Example-Problem sequences on two levels of element interactivity, low versus high, which were associated with two types of conceptual knowledge (general principle knowledge and knowledge of principles underlying procedures, accordingly). Since there was no difference found between these sequences for either level of element interactivity, the paper discusses conditions of effectiveness of example-based instructions for different knowledge types in the broader context of Explicit Instruction First and Problem-Solving First approaches.

摘要

在认知负荷理论中，Example-Problem 序列优于Problem-Example 序列已经成为经典范式。然而，这些序列的比较有效性受元素交互性和先验知识因素的影响，研究已经检查了这些影响，主要集中在程序知识而不是概念知识上。本文更深入地研究了专注于概念知识的知识类型的影响。报告了一项实验，在两个元素交互性级别（低与高）上比较问题-示例和示例-问题序列，这两个级别与两种类型的概念知识（相应的一般原理知识和基础程序的原理知识）相关联。