Ejemplos Resueltos
Analizar y discutir soluciones a problemas ayuda a los estudiantes a desarrollar una comprensión más profunda de los procesos de Resolución de Problemas y las habilidades de Alfabetización Numérica. Los problemas resueltos reducen la carga cognitiva para los estudiantes, ya que no tienen que resolver los problemas por sí mismos, sino que pueden enfocar su Atención en entender y comparar diferentes métodos de solución. Alternar entre problemas de práctica (intercalando) y ejemplos resueltos puede ayudar a los estudiantes a monitorear su pensamiento al resolver problemas, fortaleciendo la Metacognición.
Referencias
Barbieri, C. & Booth, J. L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.
Dart, S. Pickering, E., & Dawes, L. (2020). Worked example videos for blended learning in undergraduate engineering. Advances in Engineering Education, 8(2).
Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257.
Gupta, U. (2019). Interplay of germane load and motivation during math problem solving using worked examples. Educational Research: Theory and Practice, 30(1), 67-71.
Likourezos, V. & Kalyuga, S. (2019). The variability effect in high and low guidance instruction: A cognitive load perspective. In G. Hine, S. Blackley, & A. Cooke (Eds.). Mathematics Education Research: Impacting Practice (Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia), 444-451.
Saw, K. G. (2017). Cognitive load theory and the use of worked examples as an instructional strategy in physics for distance learning: A preliminary study. Turkish Online Journal of Distance Education, 18(4), 142-159.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138.
Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of educational psychology, 91(2), 334.
Van Gerven, P. W. M., Paas, F. G. W. C., Van Merriënboer, J. J. G., & Schmidt, H. G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12(1), 87-105.
Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review, 22(2), 155-174.
Yorganci, S. (2016). Student’s beliefs about using worked-example based video podcast in mathematics course. Participatory Educational Research, 3(3), 20-35.