Experts introduce procedure and planning explanations over time, typically after an initial step or action is completed¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Explanations about order of operations become increasingly present after reassurance, allowing novices to build detailed script schemas; experts teaching computer skills gave explanations more often in the second half of a 'turn'. → Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas 2024

Evidence¶

Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas 2024¶

Christine C. A. van Nooijen · Bjorn B. de Koning · Wichor M. Bramer · Anna Isahakyan · Maryam Asoodar · Ellen Kok · Jeroen J. G. van Merrienboer · Fred Paas. (2024). A Cognitive Load Theory Approach to Understanding Expert Scaffolding of Visual Problem-Solving Tasks: A Scoping Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09848-3

q2 · i? · review · r2

Qualitative synthesis in the review's results, building on its reassurance finding. Examples include a preceptor confirming a discharge-process answer before telling the novice to proceed, and a surgeon discussing steps beyond the current one ('let's do irrigation, and let's do bipolar').

"experts teaching computer skills were more likely to provide explanations in the second half of the ‘turn’, e.g. after the initial step or action has been completed."

Discussion¶

Related Claims¶

• Experts scaffold by reassuring novices to continue acting or thinking, removing uncertainty about whether they chose the right action — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — related
• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — related
• Teacher support with real-time labs requires adaptive expert input that closes cognitive, social, and design gaps — related