Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction.

Autor/inn/en	Trninic, Dragan; Sinha, Tanmay; Kapur, Manu
Titel	Comparing the effectiveness of preparatory activities that help undergraduate students learn from instruction. Gefälligkeitsübersetzung: Vergleich der Wirksamkeit von vorbereitenden Aktivitäten, die Studierenden helfen, aus dem Unterricht zu lernen.
Quelle	In: Learning and instruction, 82 (2022) No. 101688, 12 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2022.101688
Schlagwörter	Wissen; Problemlösen; Lernerfolg; Lehrmethode; Lernmethode; Mensch; Mathematik; Studium; Bachelor-Studiengang; Kapazität; Student; Informationsverarbeitung
Abstract	Students can learn better from instruction after first engaging in activities that prepare them to learn (Kapur, 2016; Loibl, Roll, & Rummel, 2017; Schwartz & Bransford, 1998). In this study, we compare the effectiveness of four activities that prepare university students to learn from instruction. We use productive failure, an established instructional design, as the baseline preparatory condition. In productive failure, students generate solutions to challenging but accessible problems, which serves as preparation for formal instruction. We compare this approach with three alternative preparatory activities: contrasting a correct and an incorrect solution, sensemaking of the correct solution only, and studying a fully worked-out example of the correct solution. Despite the differences in preparatory activities, participants on average performed nearly identically on most of the process and outcome measures. In universities, or with similarly advanced learners, a variety of activities may be equally effective at preparing students to learn from instruction. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/1