  Understanding size and scale (USS) and order-of-magnitude reasoning (OMR) are
critical for scientific literacy. This study examines an educational approach
to enhance these skills in high school science, considering the cognitive
prerequisites and challenges. It explores worked examples (WEs) as an effective
method to teach USS and OMR, comparing their impact on students' knowledge and
transfer abilities with conventional tasks in a quasi-experimental study. The
results indicate significant improvements in procedural and conceptual
knowledge, effective for diverse learners regardless of prior knowledge.
