Effects of Worked Examples on Far Transfer

Kim, Young Ran

Effects of Worked Examples on Far Transfer Public Deposited

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March 22, 2019

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Kim, Young Ran
- Affiliation: School of Education

Abstract

Increasing students' transfer of problem-solving skills is one of the main goals of instruction. This review focuses on using worked examples as instructional methods to increase students' problem-solving skills in far-transfer tasks. Worked examples are well-known instructional methods from Cognitive Load Theory (CLT). CLT researchers posit that worked examples are effective instructional methods for increasing far transfer of problem- solving skills because they can reduce the burden on working memory by contributing to schema construction and automation, and making cognitive resources available to deal with unfamiliar aspects of the problems. Previous studies have shown the effectiveness of studying worked examples for near transfer compared with engaging in problem solving. Is studying worked examples effective for increasing problem-solving skills for far-transfer tasks as well? I discuss the main findings of studies that have addressed this question. Some researchers have investigated whether adding instructional strategies to worked examples might increase their effectiveness for far transfer. I also review the main findings of these studies. The last question to be addressed is whether studying worked examples is a more effective way of fostering transfer for certain age groups compared with others. In my review of the literature, I found that studies on the effectiveness of worked examples showed diverging findings; employing instructional strategies such as self-explanation prompts, fading procedures, or adding subgoals might enhance the beneficial effect of studying worked examples on far transfer; and worked examples might be more beneficial for older age groups than younger age groups.

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