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|Title:||Delaying Instruction Alone Doesn't Work: Comparing and Contrasting Student Solutions is Necessary for Learning from Problem-Solving Prior to Instruction|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Loibl, K. & Rummel, N. (2013). Delaying Instruction Alone Doesn't Work: Comparing and Contrasting Student Solutions is Necessary for Learning from Problem-Solving Prior to Instruction. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 296-303). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||Recent studies have shown benefits of problem-solving prior to instruction. However, it is unclear whether these benefits are based on the cognitive processes related to the problem-solving activity prior to instruction or originate from comparing and contrasting students' solutions to the canonical solution during subsequent instruction. To separate these effects, we conducted a quasi-experimental study with 240 students varying the two factors timing of instruction (problem-solving prior to instruction versus instruction prior to problem- solving) and form of instruction (standard instruction versus instruction that compares and contrasts typical student solutions). Our results indicate that comparing and contrasting typical student solutions is a prerequisite for the effectiveness of problem-solving prior to instruction. Problem-solving prior to instruction combined with instruction where student solutions were compared and contrasted to the canonical solution outperformed all other conditions. Problem-solving prior to standard instruction was no more effective than standard instruction prior to problem-solving.|
|Appears in Collections:||CSCL 2013|
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