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Autor/inn/enWestermann, Katharina; Rummel, Nikol
TitelNew evidence on productive failure - building on students' prior knowledge is key!
QuelleAus: Aalst, Jan van (Hrsg.); Thompson, Kate (Hrsg.); Reimann, Peter (Hrsg.): ICLS 2012 conference proceedings, 2 - short papers, symposia, and abstracts. The future of learning. 10th International Conference of the Learning Sciences, July 2nd - 6th, 2012, Sydney, the university of Sydney, Sydney, NSW, Australia. (2012) S. 266-270
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Spracheenglisch
Dokumenttyponline; Sammelwerksbeitrag
ISBN978-0-578-10704-2
SchlagwörterWissen; Evaluation; Experimentelle Untersuchung; Problemlösen; Pädagogische Psychologie; Schuljahr 10; Schüler; Fehler; Kooperatives Lernen; Lernen; Lernprozess; Instruktion; Repräsentation; Vorwissen
AbstractThe work on Productive Failure [...] suggests that students can benefit from generating representations during collaborative problem-solving followed by instruction that builds on the student-generated representations. However, Productive Failure has usually been compared to Direct Instruction in studies with several confounds. These evaluations, therefore, do not allow conclusions regarding the underlying learning mechanisms. To address this criticism, [the authors] compared four conditions in a quasi-experimental study with 154 10th graders: [They] varied the form of instruction in two Direct Instruction conditions (a regular DI condition and a DI-S condition where instruction built on typical student-generated representations) and the type of support students received in two Productive Failure conditions (a regular PF condition and a PF+ condition with additional cognitive support). [The] results indicate that students benefit from introducing new concepts based on student-generated representations. Moreover, during generation motivational support seems sufficient, that is, students do not need cognitive support. (Orig.).
Erfasst vonExterner Selbsteintrag
Update2016/1
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