Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/57823
Title: | Developing Problem-Solving Expertise for Word Problems |
Contributor(s): | Ngu, Bing Hiong (author) ; Phan, Huy P (author) |
Publication Date: | 2022-05-03 |
Open Access: | Yes |
DOI: | 10.3389/fpsyg.2022.725280 |
Handle Link: | https://hdl.handle.net/1959.11/57823 |
Abstract: | | Studying worked examples impose relatively low cognitive load because learners’ attention is directed to learn the schema, which is embedded in the worked examples. That schema encompasses both conceptual knowledge and procedural knowledge. It is well documented that worked examples are effective in facilitating the acquisition of problem solving skills. However, the use of worked examples to develop problem-solving expertise is less known. Typically, experts demonstrate an efficient way to solve problems that is quicker, faster, and having fewer solution steps. We reviewed five studies to validate the benefit of worked examples to develop problem-solving expertise for word problems. Overall, a diagram portrays the problem structure, coupled with either study worked examples or complete multiple example–problem pairs, facilitates the formation of an equation to solve words problems efficiently. Hence, an in-depth understanding of conceptual knowledge (i.e., problem structure) might contribute to superior performance of procedural knowledge manifested in the reduced solution steps.
Publication Type: | Journal Article |
Source of Publication: | Frontiers in Psychology, v.13, p. 1-14 |
Publisher: | Frontiers Research Foundation |
Place of Publication: | Switzerland |
ISSN: | 1664-1078 |
Fields of Research (FoR) 2020: | 5201 Applied and developmental psychology |
Socio-Economic Objective (SEO) 2020: | TBD |
Peer Reviewed: | Yes |
HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
Appears in Collections: | Journal Article School of Education
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