The effect of different sequences of examples and problems on learning experimental design

Eman Ganaiem; Ido Roll

The effect of different sequences of examples and problems on learning experimental design

Eman Ganaiem, Ido Roll

Education in Science and Technology

Technion - Israel Institute of Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Example-based learning refers to a pedagogy in which learners are provided with a step-by-step solution to novel problems early in the learning process. Worked examples are most effective when used in tandem with open problems. However, there are still questions regarding the ordering of examples and problems. We compared the effect of sequencing examples and problems on learning and cognitive load. One hundred thirteen middle-school students were randomly assigned to one of three conditions that varied presentation order within each example-problem pair: example first, problem first, or simultaneous presentation. We evaluated students' performances on knowledge application and the transfer of learning on the topic of experimental design. We found no effect neither on learning nor on cognitive load. We compare these results to parallel studies in the literature and identify possible reasons for the null effect.

Original language	English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Pages	727-734
Number of pages	8
ISBN (Electronic)	9781737330653
State	Published - 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

Ganaiem, E., & Roll, I. (2022). The effect of different sequences of examples and problems on learning experimental design. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 727-734). (Proceedings of International Conference of the Learning Sciences, ICLS).

Ganaiem, Eman ; Roll, Ido. / The effect of different sequences of examples and problems on learning experimental design. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. 2022. pp. 727-734 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "The effect of different sequences of examples and problems on learning experimental design",

abstract = "Example-based learning refers to a pedagogy in which learners are provided with a step-by-step solution to novel problems early in the learning process. Worked examples are most effective when used in tandem with open problems. However, there are still questions regarding the ordering of examples and problems. We compared the effect of sequencing examples and problems on learning and cognitive load. One hundred thirteen middle-school students were randomly assigned to one of three conditions that varied presentation order within each example-problem pair: example first, problem first, or simultaneous presentation. We evaluated students' performances on knowledge application and the transfer of learning on the topic of experimental design. We found no effect neither on learning nor on cognitive load. We compare these results to parallel studies in the literature and identify possible reasons for the null effect.",

author = "Eman Ganaiem and Ido Roll",

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year = "2022",

language = "الإنجليزيّة",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

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booktitle = "International Collaboration toward Educational Innovation for All",

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Ganaiem, E & Roll, I 2022, The effect of different sequences of examples and problems on learning experimental design. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, pp. 727-734, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

The effect of different sequences of examples and problems on learning experimental design. / Ganaiem, Eman; Roll, Ido.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. 2022. p. 727-734 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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AU - Roll, Ido

PY - 2022

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N2 - Example-based learning refers to a pedagogy in which learners are provided with a step-by-step solution to novel problems early in the learning process. Worked examples are most effective when used in tandem with open problems. However, there are still questions regarding the ordering of examples and problems. We compared the effect of sequencing examples and problems on learning and cognitive load. One hundred thirteen middle-school students were randomly assigned to one of three conditions that varied presentation order within each example-problem pair: example first, problem first, or simultaneous presentation. We evaluated students' performances on knowledge application and the transfer of learning on the topic of experimental design. We found no effect neither on learning nor on cognitive load. We compare these results to parallel studies in the literature and identify possible reasons for the null effect.

AB - Example-based learning refers to a pedagogy in which learners are provided with a step-by-step solution to novel problems early in the learning process. Worked examples are most effective when used in tandem with open problems. However, there are still questions regarding the ordering of examples and problems. We compared the effect of sequencing examples and problems on learning and cognitive load. One hundred thirteen middle-school students were randomly assigned to one of three conditions that varied presentation order within each example-problem pair: example first, problem first, or simultaneous presentation. We evaluated students' performances on knowledge application and the transfer of learning on the topic of experimental design. We found no effect neither on learning nor on cognitive load. We compare these results to parallel studies in the literature and identify possible reasons for the null effect.

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M3 - منشور من مؤتمر

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 727

EP - 734

BT - International Collaboration toward Educational Innovation for All

A2 - Chinn, Clark

A2 - Tan, Edna

A2 - Chan, Carol

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Ganaiem E, Roll I. The effect of different sequences of examples and problems on learning experimental design. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. 2022. p. 727-734. (Proceedings of International Conference of the Learning Sciences, ICLS).

The effect of different sequences of examples and problems on learning experimental design

Abstract

Publication series

Conference

UN SDGs

All Science Journal Classification (ASJC) codes

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