In this activity, students solve a given question by computing answers to intermediate steps. The steps are presented sequentially and students can only proceed to the next step after correctly completing the previous step. By demonstrating the step-by-step process of solving a problem, this activity leverages the worked example effect [1] which states that learning outcomes are improved when students are provided with worked examples. It also provides a scaffold for students, guiding them through the process and reducing the cognitive effort required.
Breaking down a problem into smaller steps is also supported by the cognitive load theory [2]. This theory emphasizes that our working memory, where we process information, has limited capacity. Complex problems can easily overload this capacity, hindering learning. By breaking a problem into smaller, manageable steps, we reduce the cognitive load, thus allowing us to learn each part effectively
In this activity, students solve a given question by computing answers to intermediate steps. The steps are presented sequentially and students can only proceed to the next step after correctly completing the previous step. By demonstrating the step-by-step process of solving a problem, this activity leverages the worked example effect [1] which states that learning outcomes are improved when students are provided with worked examples. It also provides a scaffold for students, guiding them through the process and reducing the cognitive effort required.
Breaking down a problem into smaller steps is also supported by the cognitive load theory [2]. This theory emphasizes that our working memory, where we process information, has limited capacity. Complex problems can easily overload this capacity, hindering learning. By breaking a problem into smaller, manageable steps, we reduce the cognitive load, thus allowing us to learn each part effectively
[1] John Sweller. The worked example effect and human cognition. Learning and instruction, 2006.
[2] John Sweller. Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2):257–285,1988.
[1] John Sweller. The worked example effect and human cognition. Learning and instruction, 2006.
[2] John Sweller. Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2):257–285,1988.
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Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
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Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.
Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.
Co-create With Us
Join a growing community of forward thinking educators from around the world as we build the next generation of learning activities!
Ira Project 2025. All rights reserved.