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Optimising worked example instruction: Different ways to increase germane cognitive load
Resource type
Journal Article
Authors/contributors
- Paas, Fred (Author)
- van Gog, Tamara (Author)
Title
Optimising worked example instruction: Different ways to increase germane cognitive load
Abstract
Worked examples are an effective instructional means to teach complex problem-solving skills. It has been argued that worked examples decrease extraneous load, enabling more Working Memory (WM) resources to be directed to activities that facilitate learning and transfer performance. Hence, cognitive load research has started to shift its focus towards finding instructional techniques that impose a germane cognitive load by stimulating the allocation of WM resources to such activities. This special issue provides an overview of recent experimental research on ways to further optimise the design and delivery of worked examples in order to foster learning and transfer.
Publication
Learning and Instruction
Volume
16
Issue
2
Pages
87-91
Date
April 1, 2006
Series
Recent Worked Examples Research: Managing Cognitive Load to Foster Learning and Transfer
Journal Abbr
Learning and Instruction
Language
en
ISSN
0959-4752
Short Title
Optimising worked example instruction
Accessed
20/08/2020, 16:18
Library Catalogue
ScienceDirect
Extra
shortDOI: 10/bg2wtc
Citation
Paas, F., & van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and Instruction, 16(2), 87–91. https://doi.org/10.1016/j.learninstruc.2006.02.004
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