Examples first: Difference between revisions
No edit summary |
|||
| Line 8: | Line 8: | ||
* [[Transfer of learning]] research suggests that learning transfers better from abstract ideas to concrete examples than the other way around; this finding is in tension with "examples first". | * [[Transfer of learning]] research suggests that learning transfers better from abstract ideas to concrete examples than the other way around; this finding is in tension with "examples first". | ||
* [[Examples in mathematics]] | |||
* [[Worked-example effect]] | |||
==External links== | ==External links== | ||
Revision as of 23:43, 3 December 2023
This article is about a learning technique.
View a summary table of learning techniques | List all learning techniques
Definition
Examples first is a (controversial) pedagogical principle that states that a discussion of a few relevant examples should precede the formal definition (and perhaps in some cases the formal definition is not needed at all). This is in contrast with the more common pedagogical approach of define then discuss, that starts with a definition, and then examples are presented or discussed to reinforce or clarify the definition.
See also
- Transfer of learning research suggests that learning transfers better from abstract ideas to concrete examples than the other way around; this finding is in tension with "examples first".
- Examples in mathematics
- Worked-example effect
External links
- My favourite pedagogical principle: examples first! by Tim Gowers
- Abstraction, intuition, and the “monad tutorial fallacy” by Brent Yorgey