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Peer reviewed
Direct linkLoibl, Katharina; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2014
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In analogy to "guided" discovery learning, it might therefore be fruitful to lead students…
Descriptors: Problem Solving, Guidance, Discovery Learning, Comparative Analysis
Westermann, Katharina; Rummel, Nikol – Instructional Science: An International Journal of the Learning Sciences, 2012
To promote student learning in a relearning situation in university-level mathematics, we developed the learning method TAU ("Think Ask Understand"). TAU provides support (i.e. a role script) for students' interaction during a collaborative problem-solving phase at the beginning of the learning process, while content-related instruction is delayed…
Descriptors: Direct Instruction, Academic Achievement, Interaction, Higher Education
Wiedmann, Michael; Leach, Ryan C.; Rummel, Nikol; Wiley, Jennifer – Instructional Science: An International Journal of the Learning Sciences, 2012
Schwartz and Martin ("Cogn Instr" 22:129-184, 2004) as well as Kapur ("Instr Sci", this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the…
Descriptors: Mathematical Formulas, Intellectual Property, Learning, Multivariate Analysis
