Inventing a solution and studying a worked solution prepare differently for learning from direct instruction.

Autor/inn/en	Glogger-Frey, Inga; Fleischer, Corinna; Grüny, Lisa; Kappich, Julian; Renkl, Alexander
Titel	Inventing a solution and studying a worked solution prepare differently for learning from direct instruction. Gefälligkeitsübersetzung: Erfinden einer Lösung und Erlernen einer ausgearbeiteten Lösung bereiten unterschiedlich auf das Lernen aus direkter Unterweisung vor.
Quelle	In: Learning and instruction, (2015) 39, S. 72-87Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.05.001
Schlagwörter	Neugier; Problemlösen; Schule; Interesse; Lernen; Motivation; Wissenstransfer; Lernmethode
Abstract	Studied whether inventing a solution to an open problem or studying an already worked solution is better preparation for future learning. Two different experiments were conducted with different age groups and settings. Experiment one involved 42 student teachers (mean age 22 years) divided into groups which either invented a solution or studied an existing one regarding learning strategies. A pretest assessed subjects' topic knowledge, epistemic curiosity, and situational interest, and invented solutions were later rated for appropriateness. Experiment two involved 40 8th-graders divided into similar groups which either invented or studied solutions regarding physics ratios. Results from both experiments showed that working a known solution resulted in better knowledge transfer to future learning. This was mediated by self-regulated learning time on relevant learning contexts and self-efficacy. However, inventing solutions was linked to increased interest and curiosity, and increased awareness of knowledge gaps. It is concluded that worked solutions are the better option when knowledge transfer is the instructional goal, but the process of inventing a solution may increase learning motivation. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3