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Journal articles on the topic 'Worked examples'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

McGinn, Kelly M., Karin E. Lange, and Julie L. Booth. "A Worked Example for Creating Worked Examples." Mathematics Teaching in the Middle School 21, no. 1 (August 2015): 26–33. http://dx.doi.org/10.5951/mathteacmiddscho.21.1.0026.

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2

Ward, Mark, and John Sweller. "Structuring Effective Worked Examples." Cognition and Instruction 7, no. 1 (March 1990): 1–39. http://dx.doi.org/10.1207/s1532690xci0701_1.

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3

Nainan, Mariam, Balamuralithara Balakrishnan, and Ahmad Zamzuri Mohamad Ali. "Design of Worked Examples for Learning Programming." International Journal of Instruction, Technology and Social Sciences 1, no. 3 (January 3, 2021): 8–16. http://dx.doi.org/10.47577/ijitss.v1i.26.

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Learning from worked examples, or example-based learning, has been found to be effective for learning problem solving. Several instructional principles for worked example design have been proposed based on research studies conducted in several domains. However, research on the design of worked examples for programming education is limited. This study reviews research studies on worked examples proposed for teaching and learning how to solve programming problems and analyses the proposed designs with respect to the instructional principles for example-based learning. This paper presents the results of the analysis and the characteristics of the proposed designs. This paper also discusses the findings and suggests areas for further research.

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4

Bland, J. A., and L. R. Mustoe. "Worked Examples in Engineering Mathematics." Mathematical Gazette 71, no. 457 (October 1987): 250. http://dx.doi.org/10.2307/3616793.

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5

Lange, Karin E., Julie L. Booth, and Kristie J. Newton. "Learning Algebra from Worked Examples." Mathematics Teacher 107, no. 7 (March 2014): 534–40. http://dx.doi.org/10.5951/mathteacher.107.7.0534.

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6

van Merrienboer, Jeroen J. G. "Worked examples in the classroom." Perspectives on Medical Education 4, no. 6 (October 26, 2015): 282–83. http://dx.doi.org/10.1007/s40037-015-0226-4.

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7

Ginns, Paul, Fang-Tzu Hu, Erin Byrne, and Janette Bobis. "Learning By Tracing Worked Examples." Applied Cognitive Psychology 30, no. 2 (September 26, 2015): 160–69. http://dx.doi.org/10.1002/acp.3171.

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8

Schmidt-Weigand, Florian, Martin Hänze, and Rita Wodzinski. "Complex Problem Solving and Worked Examples." Zeitschrift für Pädagogische Psychologie 23, no. 2 (January 2009): 129–38. http://dx.doi.org/10.1024/1010-0652.23.2.129.

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How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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9

Bajracharya, Jiwak Raj. "TPACK-integrated Worked Examples for Technology Integration." Journal of Training and Development 4 (December 24, 2019): 46–63. http://dx.doi.org/10.3126/jtd.v4i0.26837.

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The purpose of the study was to develop and validate the Worked Examples to enhance the instructors’ competencies in carrying out technology integration during teaching and learning. Worked Examples in the study was developed based on the Gagne’s Nine Event of Instruction, which is one of the classroom-oriented micro level Instructional Design Models. Technology integration in the study is defined as an implementation of technological resources and pedagogical strategies to deliver the required content knowledge during classroom instruction. Thus, Technological Pedagogical and Content Knowledge (TPACK) was integrated in the developed Worked Examples. Development and Design research design was implemented to develop and validate the Worked Examples, employing qualitative and quantitative data, where three instructors from Teacher Education Program utilized Worked Examples during their classroom instruction. Extraneous cognitive load of instructors found to be addressed because of employing Worked Examples. Furthermore, pre-service teachers learning outcomes was also significantly improved because of instructors’ instructions with Worked Examples.

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10

Lee, Hee Min, and Paul Ayres. "The Worked-Example Effect and a Mastery Approach Goal Orientation." Education Sciences 14, no. 6 (June 1, 2024): 597. http://dx.doi.org/10.3390/educsci14060597.

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This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, either through a worked-example or a problem-solving strategy. The study demonstrated that the worked-examples approach resulted in enhanced retention (but not transfer) and decreased cognitive load when compared to the problem-solving approach. However, there was a significant interaction between instructional strategy and the MAGO, indicating that only learners with a high MAGO benefited from worked examples. Learners with higher MAGO levels also experienced less cognitive load than learners with a lower MAGO. These results indicate a moderating role of MGO in enhancing the effectiveness of worked examples. This study also found that prior knowledge was the only factor influencing transfer performance, highlighting the importance of studying its impact.

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11

Middleton, D., and L. R. Mustoe. "Worked Examples in Advanced Engineering Mathematics." Mathematical Gazette 73, no. 465 (October 1989): 251. http://dx.doi.org/10.2307/3618472.

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12

Arora, Kiran. "Cognitive Load Theory and worked examples." SecEd 2019, no. 16 (November 2, 2019): 18–19. http://dx.doi.org/10.12968/sece.2019.16.18.

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Can putting yourselves in your students' shoes help you to become a better teacher? Former maths teacher turned research manager Kiran Arora reflects on his experience of using Cognitive Load Theory and worked examples to tackle new areas of learning

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13

Cori, Osvaldo. "Worked examples in essential organic Chemistry." Biochemical Education 13, no. 1 (January 1985): 42. http://dx.doi.org/10.1016/0307-4412(85)90149-9.

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14

Andini, Pungky Ayu, Novaliyosi Novaliyosi, and Cecep Anwar Hadi Firdos Santosa. "KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN WORKED EXAMPLE: SYSTEMATIC LITERATURE REVIEW." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 5, no. 2 (August 8, 2024): 1154–62. http://dx.doi.org/10.46306/lb.v5i2.689.

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This research aims to analyze worked examples in mathematics learning and mathematical problem solving abilities with worked examples from the 2019-2024 period. This research uses Systematic Literature Review (SLR) sourced from Google Scholar. 21 articles were collected, 15 articles related to worked examples in mathematics learning and 6 articles related to mathematical problem solving abilities using worked examples. The results obtained by using worked examples in mathematics learning can minimize students' cognitive load, help teachers teach new material concepts and deepen students' understanding of the concepts they have learned, then they can improve mathematical abilities, then worked examples are used to develop learning modules and LKPD or worksheets. Using worked examples improves mathematical problem solving abilities. Apart from that, the ability to solve problems using worked examples can be combined with other learning such as combining it with tracing gestures, differentiation and integrated worked examples

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15

Nainan, Mariam, Balamuralithara Balakrishnan, and Ahmad Zamzuri Mohamad Ali. "Exploring Two Worked Example Designs for Learning Introductory Programming from Students’ Perspectives." Journal of Technology and Humanities 1, no. 2 (November 10, 2020): 20–29. http://dx.doi.org/10.53797/jthkkss.v1i2.3.2020.

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Worked examples are effective for learning problem solving but, only if students engage with the content. An approach to promote engagement is through signalling. This study compared worked example designs for learning introductory programming using two approaches for signaling: labelled and visualised. It explored students’ preferences and perceptions of the designs through a crossover design where students were exposed to both worked example designs. Data was collected through a questionnaire. Quantitative analysis showed that more students favoured visualised design. Qualitative analysis showed that students found both designs helped to understand the solution. Additionally, visualised worked examples also helped in understanding the problem, the relationship between problem and solution, as well as the programming process. Other differences were also identified.

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van Gog, Tamara, Liesbeth Kester, and Fred Paas. "Effects of worked examples, example-problem, and problem-example pairs on novices’ learning." Contemporary Educational Psychology 36, no. 3 (July 2011): 212–18. http://dx.doi.org/10.1016/j.cedpsych.2010.10.004.

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Atkinson, Robert K., Sharon J. Derry, Alexander Renkl, and Donald Wortham. "Learning from Examples: Instructional Principles from the Worked Examples Research." Review of Educational Research 70, no. 2 (June 2000): 181–214. http://dx.doi.org/10.3102/00346543070002181.

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18

Huang, Yi-Pin, Xiao-Li Zheng, Chuang-Kai Chiu, Jun Lei, Gang Yang, Hoisoo Kim, and Feng Wang. "Towards Figurative Expression Enhancement: Effects of the SVVR-Supported Worked Example Approach on the Descriptive Writing of Highly Engaged Students." Sustainability 13, no. 21 (November 6, 2021): 12260. http://dx.doi.org/10.3390/su132112260.

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During the past decades, many researchers have attempted to explore effective teaching methods for developing students’ descriptive writing performance. In this study, the worked example was implemented as an effective way of guiding students to provide step-by-step solutions to learning tasks. Moreover, a spherical video-based virtual reality (SVVR) environment was provided to place students in real-world situations which enabled them to experience the learning contexts in depth. A pretest-posttest quasi experimental study was conducted to explore the influence of the SVVR-supported worked example approach and engagement level on students’ Chinese descriptive writing performance. A total of 79 fourth-grade elementary school students participated in this study. The experimental group used SVVR with worked examples to complete Chinese writing assignments, whereas the control group used videos and worked examples. The results showed no significant effects of the SVVR-supported worked example approach compared with the conventional worked example approach regarding organization, sensory details, or creativity dimensions. As for the figurative expression dimension, students in the SVVR-supported worked example approach condition scored significantly higher. Moreover, high engagement students significantly outperformed low engagement students in all four writing performance dimensions. Additionally, a significant interaction effect between learning approach and engagement level on figurative expression was found.

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19

Carroll, William M. "Increasing Mathematics Confidence by Using Worked Examples." Mathematics Teacher 88, no. 4 (April 1995): 276–79. http://dx.doi.org/10.5951/mt.88.4.0276.

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An important way to help our students learn and strengthen their knowledge of mathematics is by studying already-worked examples of problems. A considerable amount of evidence suggests that analyzing worked-out problems can be as conducive to learning as actually solving practice problems and that it may be more effective in helping students to recognize underlying similarities between problems (Sweller 1989; Zhu and Simon 1987; Sweller and Cooper 1985). Well-constructed worked examples do more than merely teach rote procedures; they illustrate mathematical principles and classes of problem situations

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20

Safadi, Rafi’, and Edit Yerushalmi. "Students’ Self-Diagnosis Using Worked-Out Examples." Creative Education 04, no. 03 (2013): 205–16. http://dx.doi.org/10.4236/ce.2013.43031.

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21

Rubin, J. M. "Advanced Stress and Stability Analysis: Worked Examples." Shock and Vibration 13, no. 4-5 (2006): 573. http://dx.doi.org/10.1155/2006/783713.

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22

Paufler, P. "Worked Examples in the Geometry of Crystals." Zeitschrift für Kristallographie 195, no. 1-2 (January 1991): 155. http://dx.doi.org/10.1524/zkri.1991.195.1-2.155.

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23

Schalk, Lennart, Julian Roelle, Henrik Saalbach, Kirsten Berthold, Elsbeth Stern, and Alexander Renkl. "Providing worked examples for learning multiple principles." Applied Cognitive Psychology 34, no. 4 (March 17, 2020): 813–24. http://dx.doi.org/10.1002/acp.3653.

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24

Lange, Christopher, Norah Almusharraf, Yuliya Koreshnikova, and Jamie Costley. "The effects of example-free instruction and worked examples on problem-solving." Heliyon 7, no. 8 (August 2021): e07785. http://dx.doi.org/10.1016/j.heliyon.2021.e07785.

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25

Hoogerheide, Vincent, Sofie M. M. Loyens, and Tamara van Gog. "Comparing the effects of worked examples and modeling examples on learning." Computers in Human Behavior 41 (December 2014): 80–91. http://dx.doi.org/10.1016/j.chb.2014.09.013.

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26

Ngu, Bing Hiong, Ouhao Chen, Huy P. Phan, Hasbee Usop, and Philip Nuli Anding. "Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives." Education Sciences 15, no. 4 (April 17, 2025): 504. https://doi.org/10.3390/educsci15040504.

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Research has advocated for the use of incorrect worked examples targeting specific conceptual barriers to enhance learning. From the perspective of cognitive load theory, we examined the relationship between instructional efficiency (correct and incorrect worked examples [CICWEs] vs. worked examples [WEs] vs. problem-solving [PS]), levels of expertise (low vs. high), and belief in achievement best (realistic vs. optimal) in learning linear equations across two experiments (N = 43 vs. N = 68). In the CICWE group, students compared an incorrect step in the incorrect worked example with the parallel correct step in the correct worked example and justified why the step was wrong. The WE group completed multiple worked example–equation pairs, while the PS group solved equivalent linear equations independently. As hypothesized, the WE group outperformed the PS group for low prior knowledge students, while the reverse occurred for high prior knowledge students, demonstrating the expertise reversal effect. In contrast, the CICWE group did not outperform either the PS or WE group. A student’s indication of optimal best, reflecting what is known as the ‘realistic–optimal achievement bests dichotomy’, aligns with his or her belief in their ability to perform tasks of varying complexity (simple task vs. complex task). Regarding the belief in achieving optimal best as an outcome of instructional manipulation, for low prior knowledge students, there were no significant differences across groups on either the realistic best or optimal best subscales. However, for high prior knowledge students, the groups differed significantly on the optimal best subscale, but not on the realistic best subscale. Importantly, the mental effort invested during learning was unrelated to students’ belief in achieving their optimal best.

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Maryati, Wahyuni Eka, Endah Retnowati, and Ng Khar Thoe. "Learning Mathematics Formulas by Listening and Reading Worked Examples." Indonesian Journal of Teaching in Science 2, no. 1 (March 15, 2022): 61–74. http://dx.doi.org/10.17509/ijotis.v2i1.45801.

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This study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. Both learning strategies were implemented in the derivative of polynomial algebraic function learning. This quasi-experimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via WhatsApp group. Data were analyzed using ANCOVA with student initial ability measured during the pretest as the covariate. The study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. Worked example without voice notes was more effective and makes students have less cognitive load during learning. In addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. This study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated.

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Segal, Judith, and Khurshid Ahmad. "The Role of Examples in the Teaching of Programming Languages." Journal of Educational Computing Research 9, no. 1 (February 1993): 115–29. http://dx.doi.org/10.2190/x63f-x1qx-v4kl-bjex.

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A common assumption made by teachers of programming languages, especially those teaching adults, is that their primary (core) teaching material consists of text, by which we mean rules, instructions, explanations, and discussions. Worked examples are seen as secondary, serving merely to illustrate the core material. We present evidence to demonstrate that young adult students do not share this assumption. Given instruction in the form of demonstrably clear text and worked examples, they do not treat the text as the primary source of information, but rather seem to focus on the worked examples. Worked examples may be seen as being the primary source of learning material even when they are not fully understood, but bear some superficial similarity to the task in hand.

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29

Scheiger, Philipp, Holger Cartarius, and Ronny Nawrodt. "Why and how to implement worked examples in upper division theoretical physics." American Journal of Physics 91, no. 10 (October 1, 2023): 764–66. http://dx.doi.org/10.1119/5.0105612.

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Studying worked examples has been shown by extensive research to be an effective method for learning to solve well-structured problems in physics and mathematics. The effectiveness of learning with worked examples has been demonstrated and documented in many research projects. In this work, we propose a new four-step approach for teaching with worked examples that includes writing explanations and finding and correcting errors. This teaching method can even be implemented in courses in which homework performance constitutes part of the grading system. This four-step approach is illustrated in the context of Lagrangian mechanics, which is ideal for the application of worked examples due to its universal approach to solve problems.

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Lui, Andrew Kwok-Fai, Maria Hiu Man Poon, and Raymond Man Hong Wong. "Automated generators of examples and problems for studying computer algorithms." Interactive Technology and Smart Education 16, no. 3 (September 16, 2019): 204–18. http://dx.doi.org/10.1108/itse-10-2018-0091.

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Purpose The purpose of this study is to investigate students’ decisions in example-based instruction within a novel self-regulated learning context. The novelty was the use of automated generators of worked examples and problem-solving exercises instead of a few handcrafted ones. According to the cognitive load theory, when students are in control of their learning, they demonstrate different preferences in selecting worked examples or problem solving exercises for maximizing their learning. An unlimited supply of examples and exercises, however, offers unprecedented degree of flexibility that should alter the decisions of students in scheduling the instruction. Design/methodology/approach ASolver, an online learning environment augmented with such generators for studying computer algorithms in an operating systems course, was developed as the experimental platform. Students’ decisions related to choosing worked examples or problem-solving exercises were logged and analyzed. Findings Results show that students had a tendency to attempt many exercises and examples, especially when performance measurement events were impending. Strong students had greater appetite for both exercises and examples than weak students, and they were found to be more adventurous and less bothered by scaffolding. On the other hand, weak students were found to be more timid or unmotivated. They need support in the form of procedural scaffolding to guide the learning. Originality/value This study was one of the first to introduce automated example generators for studying an operating systems course and investigate students’ behaviors in such learning environments.

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31

Tollison, Scott, and Kui Xie. "Preparing Students in Online Debates with Worked Examples." Journal of Educational Computing Research 47, no. 2 (September 2012): 155–74. http://dx.doi.org/10.2190/ec.47.2.c.

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32

Proudler, I. K. "Algorithmic engineering in adaptive signal processing: worked examples." IEE Proceedings - Vision, Image, and Signal Processing 141, no. 1 (1994): 19. http://dx.doi.org/10.1049/ip-vis:19949636.

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33

Du, Xuejiao, and Qi Zhang. "Tracing worked examples: effects on learning in geometry." Educational Psychology 39, no. 2 (November 20, 2018): 169–87. http://dx.doi.org/10.1080/01443410.2018.1536256.

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34

Lui, Andrew K., Yannie H. Y. Cheung, and Siu Cheung Li. "Leveraging students' programming laboratory work as worked examples." ACM SIGCSE Bulletin 40, no. 2 (June 2008): 69–73. http://dx.doi.org/10.1145/1383602.1383638.

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35

Hu, Wayne. "Acceleration from Modified Gravity: Lessons from Worked Examples." Nuclear Physics B - Proceedings Supplements 194 (October 2009): 230–38. http://dx.doi.org/10.1016/j.nuclphysbps.2009.07.086.

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36

Hu, Fang-Tzu, Paul Ginns, and Janette Bobis. "Getting the point: Tracing worked examples enhances learning." Learning and Instruction 35 (February 2015): 85–93. http://dx.doi.org/10.1016/j.learninstruc.2014.10.002.

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37

Powell, Marvin G., Darrell M. Hull, and A. Alexander Beaujean. "Propensity Score Matching for Education Data: Worked Examples." Journal of Experimental Education 88, no. 1 (January 7, 2019): 145–64. http://dx.doi.org/10.1080/00220973.2018.1541850.

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38

Bokosmaty, Sahar, John Sweller, and Slava Kalyuga. "Learning Geometry Problem Solving by Studying Worked Examples." American Educational Research Journal 52, no. 2 (April 2015): 307–33. http://dx.doi.org/10.3102/0002831214549450.

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39

Harrison, JP, JA Hudson, and ME Popescu. "Engineering Rock Mechanics: Part 2. Illustrative Worked Examples." Applied Mechanics Reviews 55, no. 2 (2002): B30. http://dx.doi.org/10.1115/1.1451166.

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40

STEPHENSON, G. R. "ChemInform Abstract: Worked Examples in Asymmetric Synthesis Design." ChemInform 28, no. 8 (August 4, 2010): no. http://dx.doi.org/10.1002/chin.199708297.

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41

Rodiawati, Atik. "WORKED EXAMPLE USING ILL-STRUCTURED PROBLEM: TRAINED HIGH ORDER THINKING SKILL." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 2 (September 29, 2018): 308. http://dx.doi.org/10.24127/ajpm.v7i2.1402.

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Cognitive Load Theory (CLT) is design theory instructional that uses human cognitive architecture. One of the cognitive load theory types is worked example. This study aims to analyze theoretically the ability of worked example using ill-structured problem in training high order thinking skill. This article is designed by reviewing literatures of worked example, ill-structured problem, and high order thinking skill; arranging them to get their primary relation; finally concluding the aim of this study. The main relation of them is one characteristic of high order thinking skill is ill-structured and challenging problems. The result of this research shows theoretically that worked example using ill-structured problems can train high order thinking skill. It is caused by worked example which contains ill-structured problems can train students to analyze and evaluate problem solving through examples without high cognitive load, so that students obtain ill-structured problems solving strategy. Furthermore, giving a wider problem to students' practice as a follow-up action from worked example will train students to create innovative solutions to wider problems.

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42

Judd, Jamison E., Briana Oshiro, Kristal Cloft, and Thomas C. DeFranco. "An Examination of Video Worked Examples on Student Performance in Calculus." International Journal for Technology in Mathematics Education 28, no. 4 (December 1, 2021): 215–24. http://dx.doi.org/10.1564/tme_v28.4.01.

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The postsecondary Calculus series poses an ongoing challenge for students and instructors. With the rapid growth of STEM careers and the traditional role of calculus as a gatekeeper to higher mathematics, it is urgent that students develop a stronger skillset with regard to calculus topics. The current availability of technology allows instructors to offer interactive supplemental instructional materials outside of class time. In particular, worked examples have been shown to be an effective aid to student understanding. In this study the impact of video worked examples on student performance in a Calculus II class was assessed. The study examined the impact of viewing vs. not viewing the worked examples, as well as the timing of viewing the worked examples (either before or after lecture). T-tests indicate that there was no significant difference between students who watched the videos before or after lecture, but there was a significant difference between viewing vs. not viewing the videos.

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43

Sozio, Gerry, Shirley Agostinho, Sharon Tindall-Ford, and Fred Paas. "Enhancing Teaching Strategies through Cognitive Load Theory: Process vs. Product Worked Examples." Education Sciences 14, no. 8 (July 25, 2024): 813. http://dx.doi.org/10.3390/educsci14080813.

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Based on Cognitive Load Theory (CLT), learning by studying worked examples, that is, step-by-step solutions, has been shown to reduce cognitive load and enhance learning outcomes more than learning by solving conventional problems. Two types of worked examples that have been predominantly used in well-structured learning domains include product-oriented worked examples (ProductWEs) which provide strategic information and process-oriented worked examples (ProcessWEs) which provide strategic information and principled knowledge. However, less research has been conducted on worked examples’ effectiveness in ill-structured learning domains. In a study with 85 university students enrolled in teaching programs, we investigated whether ProcessWEs or ProductWEs better support identifying and applying knowledge regarding the quality teaching component of substantive communication. Participants completed tasks under three instructional conditions: ProcessWE, ProductWE, and conventional problem-solving. Results showed that ProcessWEs outperformed ProductWEs, ProductWEs outperformed conventional problem-solving, and conventional problem-solving had higher perceived task difficulty than the other two conditions. This study theoretically contributes to CLT research as it found that the use of ProcessWEs and ProductWEs is effective in an ill-structured learning domain and makes a practical contribution by showing what a ProductWE or ProcessWE in an ill-structured learning domain ‘looks like’.

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Renkl, Alexander, Robin Stark, Hans Gruber, and Heinz Mandl. "Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations." Contemporary Educational Psychology 23, no. 1 (January 1998): 90–108. http://dx.doi.org/10.1006/ceps.1997.0959.

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45

Urhahne, Detlef. "Facilitating STEM learning by concept maps and worked examples." Educational Psychology 41, no. 2 (February 7, 2021): 113–15. http://dx.doi.org/10.1080/01443410.2021.1874127.

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46

Gupta, Madhu. "Enhancing the Learning Value of Worked Examples [Educator's Corner." IEEE Microwave Magazine 11, no. 7 (December 2010): 40–57. http://dx.doi.org/10.1109/mmm.2010.938551.

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Kalyuga, Slava, Paul Chandler, Juhani Tuovinen, and John Sweller. "When problem solving is superior to studying worked examples." Journal of Educational Psychology 93, no. 3 (2001): 579–88. http://dx.doi.org/10.1037/0022-0663.93.3.579.

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48

Retnowati, E., and Marissa. "Designing worked examples for learning tangent lines to circles." Journal of Physics: Conference Series 983 (March 2018): 012124. http://dx.doi.org/10.1088/1742-6596/983/1/012124.

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49

Mulder, Yvonne G., Ard W. Lazonder, and Ton de Jong. "Using heuristic worked examples to promote inquiry-based learning." Learning and Instruction 29 (February 2014): 56–64. http://dx.doi.org/10.1016/j.learninstruc.2013.08.001.

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Shanmugam, Ramalingam. "Applied compositional data analysis: with worked examples in R." Journal of Statistical Computation and Simulation 89, no. 16 (June 12, 2019): 3165. http://dx.doi.org/10.1080/00949655.2019.1628880.

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