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Published in Journal of Science Education and Technology 17 (2008), pp. 262–273; doi: 10.1007/s10956-008-9096-4 Copyright © 2008 Springer Science+Business Media, LLC. Used by permission.
This article describes the dissertation study completed by Debra K. Meier under the guidance of David W. Brooks at the University of Nebraska–Lincoln.


Worked examples have been effective in enhancing learning outcomes, especially with novice learners. Most of this research has been conducted in laboratory settings. This study examined the impact of embedding elaborated worked example modeling in a computer simulation practice activity on learning achievement among 39 undergraduate students within a classroom environment. The students from one introductory forensic science course were randomly assigned to one of two groups that worked through computer-based simulations containing worked example modeling conditions presented in varied order. The computer software administered the modeled simulations, prior knowledge test, pretest, posttests, and a second domain test. Findings from this study suggest that embedded worked example modeling within practice simulations can be an effective method for transfer of learning with novice learners.

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