Productive versus Vicarious Failure: Do Students Need to Fail Themselves in Order to Learn?

Autor/inn/en	Hartmann, Christian; van Gog, Tamara; Rummel, Nikol
Titel	Productive versus Vicarious Failure: Do Students Need to Fail Themselves in Order to Learn?
Quelle	In: Applied Cognitive Psychology, 36 (2022) 6, S.1219-1233 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hartmann, Christian) ORCID (Rummel, Nikol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.4004
Schlagwörter	Failure; Teaching Methods; Problem Solving; Instructional Effectiveness; Student Experience; Peer Groups + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Unterrichtserfolg; Studienerfahrung; Gleichaltrigengruppe; Peer Group
Abstract	Productive Failure is an instructional approach in which students engage in problem-solving attempts prior to instruction. The Productive Failure approach has been found to be more supportive for conceptual knowledge acquisition during subsequent instruction compared to a direct-instruction condition in which students receive instruction first followed by problem solving. Failing at problem-solving attempts prior to instruction is considered to prepare students to better understand the concepts underlying the problem. However, it is an open question whether students need to fail themselves to be effectively prepared for subsequent instruction. We therefore compared the effectiveness of two alternative preparatory activities: Students either engaged in problem-solving attempts themselves or were shown problem-solving attempts of another student. This experimental variation allows to show the necessity of own failure for the effectiveness of the PF approach. The results indicated that the two conditions were equally effective at preparing students for subsequent instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01