Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Tamara Van Gog; Liesbeth Kester; Fred Paas

doi:10.1016/j.cedpsych.2010.10.004

Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Tamara Van Gog^*, Liesbeth Kester, Fred Paas

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

108 Citations (Web of Science)

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Original language	English
Pages (from-to)	212-218
Journal	Contemporary Educational Psychology
Volume	36
Issue number	3
DOIs	https://doi.org/10.1016/j.cedpsych.2010.10.004
Publication status	Published - Jul 2011

Keywords

Veni lke
worked-examples
Cognitive load theory

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10.1016/j.cedpsych.2010.10.004

Van Gog Kester Paas - CEDPSYCH 2010Accepted author manuscript, 181 KBLicence: CC BY-SA

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title = "Effects of worked examples, example-problem, and problem-example pairs on novices{\textquoteright} learning",

keywords = "Veni lke, worked-examples, Cognitive load theory",

author = "\{Van Gog\}, Tamara and Liesbeth Kester and Fred Paas",

note = "DS\_Description: Van Gog, T., Kester, L., \& Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices{\textquoteright} learning. Contemporary Educational Psychology, 36(3), 212-218. doi:10.1016/j.cedpsych.2010.10.004 DS\_Sponsorship:Acknowledgement: This research was funded by a Veni Grant from the Netherlands Organization for Scientific Research (NWO) awarded to Tamara van Gog (\# 451-08-003). During the realization of this work, Liesbeth Kester was also supported by a Veni grant from NWO (\# 451-07-007). The authors would like to thank the participating schools as well as the colleagues who helped with surveillance during the experiment.",

year = "2011",

month = jul,

doi = "10.1016/j.cedpsych.2010.10.004",

language = "English",

volume = "36",

pages = "212--218",

journal = "Contemporary Educational Psychology",

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TY - JOUR

T1 - Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

AU - Van Gog, Tamara

AU - Kester, Liesbeth

AU - Paas, Fred

N1 - DS_Description: Van Gog, T., Kester, L., & Paas, F. (2011). Effects of worked examples, example-problem, and problem-example pairs on novices’ learning. Contemporary Educational Psychology, 36(3), 212-218. doi:10.1016/j.cedpsych.2010.10.004 DS_Sponsorship:Acknowledgement: This research was funded by a Veni Grant from the Netherlands Organization for Scientific Research (NWO) awarded to Tamara van Gog (# 451-08-003). During the realization of this work, Liesbeth Kester was also supported by a Veni grant from NWO (# 451-07-007). The authors would like to thank the participating schools as well as the colleagues who helped with surveillance during the experiment.

PY - 2011/7

Y1 - 2011/7

KW - Veni lke

KW - worked-examples

KW - Cognitive load theory

U2 - 10.1016/j.cedpsych.2010.10.004

DO - 10.1016/j.cedpsych.2010.10.004

M3 - Article

VL - 36

SP - 212

EP - 218

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

IS - 3

ER -

Effects of worked examples, example-problem, and problem-example pairs on novices’ learning

Keywords

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