Worked Examples Leads to Better Performance in Analyzing and Solving Real-life Decision Cases

Yasemin Demiraslan Cevik*, Thomas Andre**
* Department of Computer Education and Instructional Technology, Hacettepe University, Turkiye.
** Professor, Curriculum and Instruction and of Psychology, Iowa State University.
Periodicity:July - September'2012
DOI : https://doi.org/10.26634/jet.9.2.1945

Abstract

This study compared the impact of three types of case-based methods (worked example, faded worked example, and case-based reasoning) on preservice teachers’ (n=71) decision making and reasoning related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three major approaches to case-based learning. Specifically, this study focused on analyzing students’ open-ended responses to classroom management problems presented during instruction using one of these methods. The results showed the worked example group, compared to the case-based reasoning and faded worked example groups, consistently performed better on analyzing cases and solving problem cases related to classroom management.

Keywords

Case-Based Learning; Worked Example; Decision Making; Classroom Management; Preservice Teacher Education.

How to Cite this Article?

Yasemin Demiraslan Cevik and Thomas Andre (2012). Worked Examples Leads To Better Performance In Analyzing And Solving Real-Life Decision Cases. i-manager’s Journal of Educational Technology, 9(2), 17-30. https://doi.org/10.26634/jet.9.2.1945

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