<p>This study investigates the order of examples and problems in example-based learning, a pedagogical approach that provides learners with step-by-step solutions to new problems early in the learning process. Worked examples have been found to be very effective when combined with open problems, mostly in well-structured topics. Despite extensive research in this area, questions persist about the optimal sequencing of examples and problems. The study investigates the effect of different sequences of examples and problems on middle-school students learning of inquiry competencies. One hundred and fifty-six students were randomly assigned to one of three conditions: example first, problem first, or simultaneous presentation of examples and problems. The study evaluates students’ knowledge application and transfer of learning in the topics of experimental design and graphing, as well as cognitive load during the learning process. Results show that while prior knowledge and student attributes are associated with learning outcomes, the order of examples and problems had no significant effect on learning nor on cognitive load. Findings are analyzed and discussed in the context of related (often inconclusive) studies, and potential reasons for the lack of effect are identified. The study highlights the complexity of example-based learning and suggests that additional factors, such as the type of knowledge being taught and contextual factors, may mediate its effectiveness.</p>