Delaying instruction alone doesn't work. Comparing and contrasting student solutions is necessary for learning from problem-solving prior to instruction.

Autor/inn/en	Loibl, Katharina; Rummel, Nikol
Titel	Delaying instruction alone doesn't work. Comparing and contrasting student solutions is necessary for learning from problem-solving prior to instruction.
Quelle	Aus: Rummel, Nikol (Hrsg.); Kapur, Manu (Hrsg.); Nathan, Mitchell (Hrsg.); Puntambekar, Sadhana (Hrsg.): CSCL 2013 conference proceedings. 1. Full papers & symposia. (2013) S. 296-303 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Kognitiver Prozess; Problemlösen; Pädagogische Psychologie; Schüler; Lernen; Lerntheorie; Didaktik; Experiment; Unterricht; Instruktion; Untersuchung
Abstract	Recent studies have shown benefits of problem-solving prior to instruction. However, it is unclear whether these benefits are based on the cognitive processes related to the problem-solving activity prior to instruction or originate from comparing and contrasting students' solutions to the canonical solution during subsequent instruction. To separate these effects, [the authors] conducted a quasi-experimental study with 240 students varying the two factors timing of instruction (problem-solving prior to instruction versus instruction prior to problemsolving) and form of instruction (standard instruction versus instruction that compares and contrasts typical student solutions). [The] results indicate that comparing and contrasting typical student solutions is a prerequisite for the effectiveness of problem-solving prior to instruction. Problem-solving prior to instruction combined with instruction where student solutions were compared and contrasted to the canonical solution outperformed all other conditions. Problem-solving prior to standard instruction was no more effective than standard instruction prior to problem-solving. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2016/1