Abstract
A series of 3 experiments was conducted to examine factors that influence learning to solve 2-step arithmetic word problems by studying worked examples. Experiment 1 compared studying worked examples with conventional problem solving. Third graders presented with worked examples showed superior test performance to those required to solve conventional problems. Experiments 2 and 3 contrasted split-attention and integrated worked examples and investigated the influence of generating self-explanations. Significant split-attention effects were observed. Children presented with integrated worked examples outperformed those presented with split-source examples. Self-explanations further elucidated the distinction between integrated and split-source worked examples, but there was no significant effect of asking learners to generate self-explanations. Implications for word-problem-solving instruction are discussed.
Published Version
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