ABSTRACT
In this paper we discuss issues of instructional design with regard to different goals of instruction in the context of learning from examples. Two different approaches for identifying suitable instructional methods are considered: First, a cognitive task analysis is presented that examines problem-solving strategies applicable for solving mathematical word problems from a cognitive-modeling perspective. The second approach is based on a review of empirical findings on designing instructional examples. Together, these considerations lead to the selection of two instructional methods that are expected to foster learning with respect to different goals of instruction. This assumption is tested in two experimental studies presented in this paper.
