The Impact Of Problem Solving Support And Instructional Sequence On Cognitive Load And Student Performance - Info and Reading Options

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A deductive teaching method which presents expository information first followed by problem solving has been traditionally seen as a positive approach to learners. Furthermore, when general information about the topic is explained first as part of direct instruction, learners are able to efficiently comprehend concepts after being exposed to a relatively few number of examples following the direct instruction (Kirschner, Sweller, Clark, Kirschner, & Clark, 2010). Explicit direct instruction before problem solving appears to help mitigate intrinsic load issues as well, as providing such instruction before problem solving has been shown to help learners process information containing a high number of interacting elements (Chen, Mitrovic, & Mathews, 2019; Paas, Tuovinen, Tabbers, & Van Gerven, 2003). Furthermore, the background information provided in direct instruction helps reduce extraneous processing during problem solving by avoiding trial-by-error techniques that may otherwise be used (Kalyuga & Singh, 2016). The success of inductive expository teaching often depends on whether the initial problem solving stage is supported or not. When learners are left on their own to explore a variety of acceptable solutions with no specific goal stated, they may engage in productive failure, which allows them to learn from their failures and activate prior knowledge which may reduce cognitive load. On the other hand, when problem solving is truly unsupported, learners are left on their own to solve problems with only one acceptable answer to be determined through means-end analysis. In such situations, problem solving will lead to unproductive levels of cognitive load, as learners use cognitive resources to process information irrelevant to the goal state, and are left with no other alternative than to start over and attempt another way to solve the problem, continuing the process until the problem is correctly solved (Kirschner, et al., 2018; Paas & Kirschner, 2012). One common method of inductive problem solving involves the use of worked examples as part of problem solving before the presentation of direct instruction. The use of worked examples alongside problem solving reduces element interactivity when solution steps of examples are revealed in isolated segments, allowing learners to more efficiently process information (Paas, et al., 2003).This provides a type of built-in support during problem solving that aids the processing of subsequent information in the direct instruction phase (van Merriënboer & Krammer, 1987). It has been found that compared to unsupported problem solving, worked-examples built into problem solving has led to higher learning gains.

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