Exploring Relevant Problem-Solving Processes in Learning from Productive Failure

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.