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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4500

Title: A test of the testing effect: Acquiring problem-solving skills from worked examples.
Authors: Van Gog, Tamara
Kester, Liesbeth
Keywords: testing effect
worked examples
problem solving
Issue Date: 5-Nov-2012
Abstract: The „testing effect‟ refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem-solving skills, which is important to establish given the key role problem solving plays in for instance math and science education. Worked examples are an effective and efficient way of acquiring problem-solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after five minutes, but the SSSS condition outperformed the STST condition on a delayed retention test after one week. These findings suggest the testing effect might not apply to acquiring problem-solving skills from worked examples.
Description: Van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills from worked examples. Cognitive Science, 36, 1532-1541. doi:10.1111/cogs.12002
URI: http://hdl.handle.net/1820/4500
Appears in Collections:1. LC: Publications and Preprints

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