Cognitive Style, Metacognitive Ability, And Sample Type, Sample Learning Impact Study

At present, learning from the worked example what has become one of the focuses of learning research. Learning from the worked example not only was helpful to explore the nature and the law of human being learning, but also to provide theoretical guidance for instructional design, especially in mathematics, physics, computer programs and other fields.This research not only used cognitive style ,meta-cognition, example types (complete examples and incomplete examples) for reference, but also integrated them with other relevant researches of worked example. Our research used the investigative methods of the relevant worked example for reference and made the personality traits of meta-cognitive ability, cognitive style as the focus of the research. Different meta-cognitive ability, Cognitive Style subjects learning about different types of examples test questions ,the research used dual linear equation groups test results to check up subjects'personality traits–- meta-cognitive ability, cognitive style. It also showed that different example types affect the effects of the worked example and the evaluation of the different subjects'.Conclusions as follows:1. There was a cognitive style affect the achievements of the worked example. The achievements of the field-dependence groups were higher than the achievements of the field-independence groups, but cognitive style didn't play a significant role in the worked example.2 .The achievements of high meta-cognitive ability subjects were higher than the achievements of low meta-cognitive ability subjects ,meta-cognition played a significant role in the worked example.3. The example types played a significant role in the worked example, but it was affected by the personality traits and research materials;4. Among the three factors, Cognitive Style, Meta-cognition, example types, there was a significant interaction effect between Cognitive Style and the example types. There was an interaction effect between meta-cognitive level and the example types, but not significant. There was not a interaction effect between Cognitive Style and meta-cognitive level. And there was not a interaction effect among the there factors.5. Through the evaluation test of the worked example, we obtained that the teaching methods of worked example can be accepted by different types of learners. However, field-dependence subjects and low meta-cognitive subjects relatively more like learning teaching methods.Finally, according to the research conclusion, we provided some teaching suggestions aimed at the actual study.