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dc.contributor.author
Sinha, Tanmay
dc.contributor.author
Kapur, Manu
dc.date.accessioned
2021-10-08T08:20:57Z
dc.date.available
2021-06-18T21:05:22Z
dc.date.available
2021-06-21T05:57:04Z
dc.date.available
2021-10-08T08:20:57Z
dc.date.issued
2021-10-01
dc.identifier.issn
0034-6543
dc.identifier.issn
1935-1046
dc.identifier.other
10.3102/00346543211019105
en_US
dc.identifier.uri
http://hdl.handle.net/20.500.11850/490417
dc.identifier.doi
10.3929/ethz-b-000490417
dc.description.abstract
When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
Sage
en_US
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
Productive failure
en_US
dc.subject
Direct instruction
en_US
dc.subject
Preparation for future learning
en_US
dc.subject
Learning through problem solving
en_US
dc.title
When Problem Solving Followed by Instruction Works: Evidence for Productive Failure
en_US
dc.type
Journal Article
dc.rights.license
Creative Commons Attribution 4.0 International
dc.date.published
2021-06-18
ethz.journal.title
Review of Educational Research
ethz.journal.volume
91
en_US
ethz.journal.issue
5
en_US
ethz.journal.abbreviated
Rev. educ. res.
ethz.pages.start
761
en_US
ethz.pages.end
798
en_US
ethz.version.deposit
publishedVersion
en_US
ethz.identifier.wos
ethz.identifier.scopus
ethz.publication.place
Thousand Oaks, CA
en_US
ethz.publication.status
published
en_US
ethz.leitzahl
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::09590 - Kapur, Manu / Kapur, Manu
en_US
ethz.date.deposited
2021-06-18T21:05:28Z
ethz.source
FORM
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.rosetta.exportRequired
true
ethz.COinS
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