TY - JOUR
AU - Rummel, Nikol
AB - 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.
TI - Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
JF - Educational Psychology Review
DO - 10.1007/s10648-016-9379-x
DA - 2016-07-18
UR - https://www.deepdyve.com/lp/springer-journals/towards-a-theory-of-when-and-how-problem-solving-followed-by-hGheK8C60K
SP - 693
EP - 715
VL - 29
IS - 4
DP - DeepDyve
ER -