Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/576
Title: Exploring Relevant Problem-Solving Processes in Learning from Productive Failure
Authors: Brand, Charleen
Hartmann, Christian
Rummel, Nikol
Issue Date: Jul-2018
Publisher: International Society of the Learning Sciences, Inc. [ISLS].
Citation: Brand, C., Hartmann, C., & Rummel, N. (2018). Exploring Relevant Problem-Solving Processes in Learning from Productive Failure. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.
Abstract: Productive Failure (PF) is an instructional design which uses a problem-solving phase to support the acquisition of conceptual knowledge from a following instruction phase. By activating prior knowledge and raising awareness of knowledge gaps, the PF problem-solving phase is assumed to help students acquire conceptual knowledge. However, it is still unclear which specific problem-solving processes prepare learning from the subsequent instruction. To explore the role of problem-solving behaviours during the initial phase of PF, the process data of 24 participants of a quasi-experimental study were analysed. We hypothesised that evaluating their own problem-solving during the initial phase of PF facilitates students’ awareness of their knowledge gaps and, thus, is associated with learning from the subsequent instruction. However, our data analyses did not support this hypothesis. Further explorations showed the importance of students achieving some understanding of the goal state of the problem they solve in the initial phase of PF.
URI: https://doi.dx.org/10.22318/cscl2018.1125
https://repository.isls.org//handle/1/576
Appears in Collections:ICLS 2018

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