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Towards a theory of when and how problem solving followed by instruction supports learning

Educational psychology review, 2017-12, Vol.29 (4), p.693-715 [Peer Reviewed Journal]

Springer Science+Business Media, LLC 2017 ;Springer Science+Business Media New York 2016 ;COPYRIGHT 2017 Springer ;Educational Psychology Review is a copyright of Springer, (2016). All Rights Reserved. ;ISSN: 1573-336X ;ISSN: 1040-726X ;EISSN: 1573-336X ;DOI: 10.1007/s10648-016-9379-x

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  • Title:
    Towards a theory of when and how problem solving followed by instruction supports learning
  • Author: Loibl, Katharina ; Roll, Ido ; Rummel, Nikol
  • Subjects: Analysis ; Child and School Psychology ; Cognitive Processes ; Education ; Educational Psychology ; Educational theory ; Failure ; Learning ; Learning and Instruction ; Learning Strategies ; Lernen ; Methods ; Problem Solving ; Problemlösen ; Program Design ; Program Effectiveness ; REVIEW ARTICLE ; Study and teaching ; Teaching Methods ; Vergleich
  • Is Part Of: Educational psychology review, 2017-12, Vol.29 (4), p.693-715
  • Description: 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.
  • Publisher: New York: Springer
  • Language: English
  • Identifier: ISSN: 1573-336X
    ISSN: 1040-726X
    EISSN: 1573-336X
    DOI: 10.1007/s10648-016-9379-x
  • Source: ProQuest One Psychology
    Education Resources Information Center (ERIC)
    ProQuest Central
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