When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 compa...

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Bibliographic Details
Published in:	Review of educational research Vol. 91; no. 5; pp. 761 - 798
Main Authors:	Sinha, Tanmay, Kapur, Manu
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01.10.2021 American Educational Research Association
Subjects:	Educational Research Effect Size Elementary School Students Failure Fidelity Foreign Countries Grade 5 Hedges Instruction Instructional Design Instructional Effectiveness Intervention Learning Meta Analysis Phonetic form Problem Solving Secondary School Students Student Characteristics Systematic review Teaching Undergraduate Students Australia Asia North America Europe direct instruction learning through problem solving preparation for future learning productive failure
ISSN:	0034-6543, 1935-1046
Online Access:	Get full text
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