When problem solving is superior to studying worked examples.

TLDR

The effectiveness of worked examples versus problem solving depends on learner knowledge levels. Apprentices were assigned either worked examples or problem‑solving tasks. Inexperienced apprentices performed best with worked examples and lower mental load, but as experience increased, problem solving became more effective.

Abstract

Interactions between levels of learner knowledge in a domain and levels of instructional guidance were investigated. Inexperienced mechanical trade apprentices were presented with either a series of worked examples to study or problems to solve. On subsequent tests, inexperienced trainees benefited most from the worked examples condition, with this group performing better with lower ratings of mental load than similar trainees who solved problems. With more experience in the domain, worked examples became redundant and problem solving proved superior. It is suggested that the relative effectiveness of either worked examples or problem solving depends heavily on levels of learner knowledge.