In other words what is the goals that the successful

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Unformatted text preview: tive representation or schema is critical to the learner’s ability to later apply the skill (Chi et al. 1989). For this reason, it is important that learners focus on understanding the skill when it is first presented (Sweller, 1989). The learners’ initial understanding of a new skill should include information about: • Why is the skill performed? In other words what is the goals that the successful performance of the skill will accomplish, • When is it appropriate to apply the skill, and what information or materials are required to perform the skill? • How the skill is performed? What sequence of actions leads the attainment of the goal? The understanding of how also includes knowing the intermediate 30 products or sub-goals that will allow the learner to monitor his or her performance Two instructional approaches that are appropriate for this stage of learning are goal-free problems and analogical problem construction. Sweller (1989) noted that the traditional approach to teaching problem-solving skills, like those presented in mathematics classes, was to provide learners with a worked example of a problem, and then provide learners with practice solving similar problems. Sweller suggested that this approach forced the learners to have two simultaneous goals: a) understanding the nature of the problem, i.e. forming a problem schema, and b) finding an answer to a specific problem. Attempting to do both placed a heavy load on learners working memory, resulting in poorly constructed and incomplete problem schema. In other words, traditional instruction may violate Principle 3.3, “The limitations of students’ working memory must be accounted for in instruction,” preventing students from elaborating and organizing the information presented in the problem statement. Sweller (1989) suggested that using goal-free-problem statements might alleviate the load on learners’ working memory. Goal-free problem statements are statements that do not require learners to work toward a specific solution, but allow them to focus on relationships within a problem. Figure 8.7 provides an example of a standard and a goalfree problem statement for the same geometry problem. Notice that the standard statement requires the learner to focus on finding the area of the triangle. To solve this problem the learner may have to work backwards, by asking and answering a series of questions such as, “I need a height and a base of the triangle? But these are not available, 31 so what do I need to find the base?” In contrast the goal-free statement does not set any final goal, instead the learner is invited to explore the problem and solve for as many unknowns as possible. Sweller believes that this approach will allow the learner to focus on relationships within the problem, resulting in better understanding. Transfer of a solution from one problem to another often depends on the problem solver recognizing the analogical relationships between a previously solved problem and the new problem (Ross, 1989). As has been discussed the recall and use of analogies often depends on...
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