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ERIC Number: EJ1170535
Record Type: Journal
Publication Date: 2018-Feb
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0020-4277
Examining the Preparatory Effects of Problem Generation and Solution Generation on Learning from Instruction
Kapur, Manu
Instructional Science: An International Journal of the Learning Sciences, v46 n1 p61-76 Feb 2018
The goal of this paper is to isolate the preparatory effects of problem-generation from solution generation in problem-posing contexts, and their underlying mechanisms on learning from instruction. Using a randomized-controlled design, students were assigned to one of two conditions: (a) problem-posing with solution generation, where they generated problems and solutions to a novel situation, or (b) problem-posing without solution generation, where they generated only problems. All students then received instruction on a novel math concept. Findings revealed that problem-posing with solution generation prior to instruction resulted in significantly better conceptual knowledge, without any significant difference in procedural knowledge and transfer. Although solution generation prior to instruction plays a critical role in the development of conceptual understanding, which is necessary for transfer, generating problems plays an equally critical role in transfer. Implications for learning and instruction are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A