Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (2): 153-159.

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A Positive Impact of Worked Examples Designed by “The Method of Explained” on Pupils’ Learning New Operational Rules

ZHANG Qi1, ZHENG Wei2, WAN Ying3   

  1. 1. School of Psychology, Liaoning Normal University, Dalian 116029;
    2. Dalian Institute of Science and Technology, Dalian 116025;
    3. School of Science, Dalian Ocean University, Dalian 116023
  • Online:2014-03-15 Published:2014-03-15

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Abstract: In order to verify the positive impact of worked-examples designed by "the method of explained", the experiment investigated the transfer effects of learning through the worked-examples designed by "the method of explained" and ordinary worked-examples as well as the worked-examples designed by "the method of explained" and "the method of explained and labeled" and ordinary worked-examples of 4th grade pupils. The results showed: (1) the near-transfer achievements on learning fractional addition and subtraction operation rules through worked-examples designed by "the method of explained" were significantly better than those through ordinary worked-examples, but there was no significant difference between them on the far-transfer achievements. (2) The far-transfer achievements on learning fractional multiplication and division operation rules through worked-examples designed by "the method of explained and labeled" were significantly better than those designed by "the method of explained" and ordinary worked-examples, but there was no significant difference between them on the near-transfer achievements;both the far-transfer and near-transfer achievements through worked-examples designed by "the method of explained" were much better than those through ordinary worked-examples. (3)Both the far-transfer and near-transfer achievements on proportion operation through worked-examples designed by "method of explained" were significantly better than those through ordinary worked-examples. The achievements were impacted by the subjects' prior knowledge.

Key words: fractional arithmetic, proportion operation, the method of explained, worked-example learning, key step

CLC Number: 

  • G442
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[1] QU Kejia, LIU Yingying. The Effects of Prior Knowledge and Design Method on Learning Rules of Fraction Multiplication [J]. Psychological Development and Education, 2021, 37(4): 539-545.
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