摘要：Two experiments investigated the effect of level and location of guidance on transfer performance when learning physics. Experiment 1 demonstrated the overall advantage of an example–problem sequence over the reverse sequence and indicated that presenting instances of principle application in worked examples could facilitate physics learning for less knowledgeable learners. For the problem–example sequence, the results favored presenting the principle instances prior to the worked example rather than embedding them in the example. Experiment 2 investigated less knowledgeable learners’ performance on immediate and delayed transfer tests. The results demonstrated that principle guidance in the problem-solving phase of the problem–example sequence could reduce cognitive load relative to the equivalent condition without such guidance during the learning phase. However, this reduction of load did not translate to an advantage on other learning indicators in the problem–example sequence compared with the reverse sequence. The results are largely in line with the predictions based on a cognitive load theory framework. We emphasize the importance of using experimental designs with matching manipulations between experimental groups.
关键词：metacognitive knowledge; learning strategies; judgments of learning; the delayed JOL effect; metacognition
