Discussing student solutions is germane for learning when providing or delaying instruction.

Autor/inn/en	Loibl, Katharina; Rummel, Nikol
Titel	Discussing student solutions is germane for learning when providing or delaying instruction.
Quelle	Aus: Cho, Young Hoan (Hrsg.); Caleon, Imelda Santos (Hrsg.); Kapur, Manu (Hrsg.): Authentic problem solving and learning in the 21st century. Perspectives from Singapore and beyond. Berlin: Springer (2015) S. 229-248 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Education innovation series
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-981-287-520-4; 978-981-287-521-1
DOI	10.1007/978-981-287-521-1_13
Schlagwörter	Quasi-Experiment; Problemlösen; Pädagogische Psychologie; Intuitives Wissen
Abstract	Recent studies have shown benefits of problem-solving prior to instruction (cf. productive failure) for learning. These findings seem to contradict well-established assumptions of cognitive load theory. However, there are two possible mechanisms in line with cognitive load theory that may explain these beneficial effects: the activation of prior knowledge and intuitive ideas during the problem-solving phase to generate solution approaches and the focusing of attention on relevant components of the canonical solution by comparing and contrasting typical student solutions to the canonical solution during the instruction phase. It is unclear whether the reported benefits originate from the activation of prior knowledge and intuitive ideas during the problem-solving phase or from the specific form of instruction in which student solutions are compared and contrasted to the canonical solution. To investigate this question, we compared three conditions in a quasi-experimental study: standard instruction prior to problem-solving (I - PS), instruction in which typical student solutions are contrasted to the canonical solution prior to problem-solving (Icontrast - PS), and problem-solving prior to instruction in which typical student solutions are contrasted to the canonical solution (PS - Icontrast). I - PS was outperformed by the other two conditions on conceptual knowledge. This finding suggests that student solutions are fruitful learning resources. We argue that the comparison of student solutions and the canonical solution focuses attention on the relevant components of the solution, which leads to deeper processing. Indeed, our cognitive load measures suggest that comparing and contrasting typical student solutions during instruction is germane for learning. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2019/3