Differential Benefits of Explicit Failure-Driven and Success-Driven Scaffolding in Problem-Solving Prior to Instruction

Autor/inn/en	Sinha, Tanmay; Kapur, Manu; West, Robert; Catasta, Michele; Hauswirth, Matthias; Trninic, Dragan
Titel	Differential Benefits of Explicit Failure-Driven and Success-Driven Scaffolding in Problem-Solving Prior to Instruction
Quelle	In: Journal of Educational Psychology, 113 (2021) 3, S.530-555 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinha, Tanmay) ORCID (Kapur, Manu) ORCID (West, Robert) ORCID (Hauswirth, Matthias) ORCID (Trninic, Dragan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000483
Schlagwörter	Scaffolding (Teaching Technique); Problem Solving; Failure; Success; Intervention; College Students; Individual Differences; Student Characteristics; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Problemlösen; Erfolg; Collegestudent; Individueller Unterschied; Unterrichtserfolg
Abstract	Unscaffolded problem-solving before receiving instruction can give students opportunities to entertain their exploratory hypotheses at the expense of experiencing initial failures. Prior literature has argued for the efficacy of such preparatory activities in preparing students to learn from instruction. Despite growing understanding of the underlying cognitive mechanisms, the pedagogical value of success or failure in initial problem-solving attempts is still unclear. We do not know yet whether some ways of succeeding or failing are more efficacious than others. We report empirical evidence from a classroom intervention (N = 221), where we designed scaffolds to explicitly push student problem-solving toward success via structuring, but also toward failure via problematizing. Our rationale for explicit failure scaffolding was rooted in facilitating problem-space exploration. We subsequently compared the differential preparatory effects of success-driven and failure-driven problem-solving on learning from follow-up instruction. Results suggested that failure-driven scaffolding (nudging students to generate suboptimal solutions) and success-driven scaffolding (nudging students to generate optimal solutions by giving them heuristics with low specificity) had similar outcomes on posttest assessments of conceptual understanding. Students exposed to failure-driven scaffolding, however, demonstrated higher quality of constructive reasoning. These trends were more salient for the learning concept with greater difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01