Examining the preparatory effects of problem generation and solution generation on learning from instruction
Open access
Author
Date
2018-02Type
- Journal Article
Abstract
The goal of this paper is to isolate the preparatory effects of problem-generation from solution generation in problem-posing contexts, and their underlying mechanisms on learning from instruction. Using a randomized-controlled design, students were assigned to one of two conditions: (a) problem-posing with solution generation, where they generated problems and solutions to a novel situation, or (b) problem-posing without solution generation, where they generated only problems. All students then received instruction on a novel math concept. Findings revealed that problem-posing with solution generation prior to instruction resulted in significantly better conceptual knowledge, without any significant difference in procedural knowledge and transfer. Although solution generation prior to instruction plays a critical role in the development of conceptual understanding, which is necessary for transfer, generating problems plays an equally critical role in transfer. Implications for learning and instruction are discussed. Show more
Permanent link
https://doi.org/10.3929/ethz-b-000240980Publication status
publishedExternal links
Journal / series
Instructional ScienceVolume
Pages / Article No.
Publisher
SpringerSubject
Problem posing; Preparatory activities; Math learning; TransferOrganisational unit
09590 - Kapur, Manu / Kapur, Manu
Notes
It was possible to publish this article open access thanks to a Swiss National Licence with the publisher.More
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