Personalisation and emotional design versus abstraction

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Pre-training and worked examples versus exploration

The ‘pre-training principle’ recommends recapping essential concepts or terminology before an explanation, while the ‘worked example principle’ recommends using worked examples to teach new processes. We found these principles valuable but in tension with giving students the freedom to explore ideas before presenting a solution. We employed faded worked examples (removing later steps as students’ competence increases (see for example Renkl, 2021)) and questioning to encourage self-explanation or considering students’ own approaches before being shown a method.

Conclusion

The tensions that we have set out in our article and here represent some of the challenges of applying bulgaria email list cognitive science research to curriculum design and highlight the importance of future research exploring how these principles interact when applied simultaneously. This research has been extremely useful in enhancing our curriculum design and highlights that these principles cannot be applied mechanically. We encourage other designers to consider similar tensions when applying these principles in their own contexts.