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Autor/inn/en | Loibl, Katharina; Roll, Ido; Rummel, Nikol |
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Titel | Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning |
Quelle | In: Educational Psychology Review, 29 (2017) 4, S.693-715 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-726X |
DOI | 10.1007/s10648-016-9379-x |
Schlagwörter | Problem Solving; Teaching Methods; Program Design; Program Effectiveness; Learning Strategies; Failure; Cognitive Processes |
Abstract | Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best of our knowledge, there has not yet been a comprehensive attempt to summarize the features that define PS-I and to explain the patterns of results. Therefore, the first goal of this paper is to map the landscape of different PS-I implementations, to identify commonalities and differences in designs, and to associate the identified design features with patterns in the learning outcomes. The review shows that PS-I fosters learning only if specific design features (namely contrasting cases or building instruction on student solutions) are implemented. The second goal is to identify a set of interconnected cognitive mechanisms that may account for these outcomes. Empirical evidence from PS-I literature is associated with these mechanisms and supports an initial theory of PS-I. Finally, positive and negative effects of PS-I are explained using the suggested mechanisms. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |