Broadly there are three types of sequence or progression 1). Since there was no difference found between these sequences for either level of element interactivity, the paper discusses conditions of effectiveness of example-based instructions for different knowledge types in the broader context of Explicit Instruction First and Problem-Solving First approaches. Basically there are some rule followed in the sequence and series. Find sequence formula a1 a2 a3 In an arithmetic progression the difference between one number and the next is always the same. An experiment is reported comparing the Problem-Example and Example-Problem sequences on two levels of element interactivity, low versus high, which were associated with two types of conceptual knowledge (general principle knowledge and knowledge of principles underlying procedures, accordingly). This paper takes a deeper look at the effect of types of knowledge concentrating on conceptual knowledge. I see there are plenty of websites that ask for the first and second number as well as the type of sequence (arithmetic, geometric, fibonacci) and solve it. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies have examined these influences focused mostly on procedural rather than conceptual knowledge. In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm.
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