Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures

@article{Gerjets2004DesigningIE,
  title={Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures},
  author={Peter Gerjets and Katharina Scheiter and Richard Catrambone},
  journal={Instructional Science},
  year={2004},
  volume={32},
  pages={33-58}
}
It is usually assumed that successful problemsolving in knowledge-rich domains depends onthe availability of abstract problem-typeschemas whose acquisition can be supported bypresenting students with worked examples. [] Key Result Wereview findings from five of our own studiesthat yield evidence for the fact thatprocessing modular examples is associated witha lower degree of intrinsic cognitive load andthus, improves learning.
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