University of Tasmania, Australia

Many teachers use specific examples in their teaching to illustrate general principles. The intent is that students can discern and learn the general principle from the specific instantiations that are presented to them. There are many questions that arise with this process. What are the impacts of these examples on students' learning? What distractors within examples interfere with effective learning of general principles? What are the characteristics of examples that are effective? Are teachers able to design examples that allow general principles to be illustrated? How are examples actually utilised in the classrooms of different teachers teaching the same topics? A range of investigations and research methodologies can be implemented within this broad research area, depending on the background, interests and expertise of the candidate..