Do Examples of Failure Effectively Prepare Students for Learning from Subsequent Instruction?

Autor/inn/en	Hartmann, Christian; van Gog, Tamara; Rummel, Nikol
Titel	Do Examples of Failure Effectively Prepare Students for Learning from Subsequent Instruction?
Quelle	In: Applied Cognitive Psychology, 34 (2020) 4, S.879-889 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartmann, Christian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3651
Schlagwörter	Failure; Problem Solving; Teaching Methods; Observation; Readiness; Instructional Effectiveness; Models + Suchen Sie Ihr Suchwort? Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Unterrichtserfolg; Analogiemodell
Abstract	Studies on the productive failure (PF) approach have demonstrated that attempting to solve a problem prepares students more effectively for later instruction compared to observing failed problem-solving attempts prior to instruction. However, the examples of failure used in these studies did not display the problem-solving-and-failing "process," which may have limited the preparatory effects. In this quasi-experiment, we investigated whether observing someone else engaging in problem solving can prepare students for instruction, and whether examples that show the problem-solving-and -failing "process" are more effective than those that only show the outcome of this process. We also explored whether the perceived model-observer similarity had an impact on the effectiveness of observing examples of failure. The results showed that observing examples effectively prepares students for learning from instruction. However, observing the model's problem-solving-and-failing process did not prepare students more effectively than merely looking at the outcome. Studying examples were more effective if model-observer similarity was high. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01