Integrating Problem Posing and Worked Examples as a Means for Improving Learning

• Main Authors: Chun-Ling Hung, 洪君羚
• Other Authors: Dr. Ju-Yuan Hsiao
• Format: Others
• Language: en_US
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/49891599579363560806

博士 === 國立彰化師範大學 === 工業教育與技術學系 === 101 === Both problem posing and worked examples have developed research lines on different ways to improve learning. This dissertation reviewed the 　　　　effects of both problem posing and worked examples and found that it was possible to find ways to combine worked examples and problem posing to improve learning. The dissertation has developed two studies: The first study was designed to investigate the effects of worked examples underpinning problem posing. The second study was designed to explore the effects of 　　problem posing as a supplement to self-explanation for studying worked examples. The first study hypothesized that worked examples may have benefits for supporting problem posing. A quasi-experiment design was conducted. The results showed that for problem posing skills, those in the experimental group, who generated problems with the additional supports of worked examples, performed better than those in the control group, who only generated problems without support. The significant effects were revealed particularly on posing more non-digressive and complex problems, particularly for analytical problems referring to only a learning concept or a formula involved in a problem. In the second study, problem posing was suggested to induce learners’ self-explanations as a result of the process of self-questioning and 　self-answering. A quasi-experiment design was conducted to investigate the effects of problem posing for studying worked examples on problem-solving skills, self-efficacy, and mental effort. The results revealed that students who conducted self-explanation and problem posing performed significantly better on problem solving skills in median-, and far-transfer problems, and higher self-efficacy than students who only conducted self-explanation in mind. The results also identified a significant mediation effect for self-efficacy that mediated between problem posing and problem solving ability. We called this the problem posing supplement self-explanation effect referring to the additional benefits of problem posing for studying worked examples. To sum up, this dissertation showed that integrating worked examples into problem posing developed better problem posing skills. Also, incorporating problem posing as a supplement to self-explanation for studying worked examples revealed better problem solving abilities and self-efficacy. Combined with the above results, problem posing and worked examples were mutually benefited from each other.