NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 32 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Chernikova, Olga; Heitzmann, Nicole; Fink, Maximilian Christian; Timothy, Venance; Seidel, Tina; Fischer, Frank – Educational Psychology Review, 2020
Facilitating diagnostic competences is an important objective of higher education for many professions. This meta-analysis of 35 empirical studies builds on a conceptual framework and investigates the role of problem-solving, scaffolding, and context to foster diagnostic competences in learners with lower and higher professional knowledge bases. A…
Descriptors: Meta Analysis, Higher Education, Guidelines, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Ashman, Greg; Kalyuga, Slava; Sweller, John – Educational Psychology Review, 2020
The concept of productive failure posits that a problem-solving phase prior to explicit instruction is more effective than explicit instruction followed by problem-solving. This prediction was tested with Year 5 primary school students learning about light energy efficiency. Two, fully randomised, controlled experiments were conducted. In the…
Descriptors: Problem Solving, Teaching Methods, Science Instruction, Elementary School Science
Peer reviewed Peer reviewed
Direct linkDirect link
Rohrer, Doug; Dedrick, Robert F.; Hartwig, Marissa K. – Educational Psychology Review, 2020
A typical mathematics assignment consists of a block of problems devoted to the same topic, yet several classroom-based randomized controlled trials have found that students obtain higher test scores when most practice problems are mixed with different kinds of problems--a format known as interleaved practice. Interleaving prevents students from…
Descriptors: Mathematics Education, Problem Solving, Mathematics Tests, Assignments
Peer reviewed Peer reviewed
Direct linkDirect link
Rawson, Katherine A.; Dunlosky, John; Janes, Jessica L. – Educational Psychology Review, 2020
Successive relearning involves practicing to-be-learned content until a designated level of mastery is achieved in each of multiple practice sessions. As compared with practicing the content to the same criterion in a single session, successive relearning has been shown to dramatically boost students' retention of simple verbal materials. Does the…
Descriptors: Mastery Learning, Retention (Psychology), College Students, Problem Solving
Peer reviewed Peer reviewed
Direct linkDirect link
Avvisati, Francesco; Borgonovi, Francesca – Educational Psychology Review, 2020
We measure the effect of a single test practice on 15-year-old students' ability to solve mathematics problems using large, representative samples of the schooled population in 32 countries. We exploit three unique features of the 2012 administration of the Programme for International Student Assessment (PISA), a large-scale, low-stakes…
Descriptors: Problem Solving, Mathematics Instruction, Testing, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Kadir, Munirah Shaik; Yeung, Alexander Seeshing; Ryan, Richard M.; Forbes, Anne; Diallo, Thierno M. O. – Educational Psychology Review, 2020
The aim of the present study was to investigate the effects of an intervention on students' achievement and motivation. The intervention was in the form of an instructional approach named Dual-Approach Instruction since it was designed to facilitate both the cognitive and non-cognitive aspects of students' learning. The intervention effects were…
Descriptors: Science Achievement, Student Motivation, Teaching Methods, Grade 7
Peer reviewed Peer reviewed
Direct linkDirect link
Lespiau, Florence; Tricot, André – Educational Psychology Review, 2019
According to Geary's evolutionary approach, humans are able to easily acquire primary knowledge and, with more efforts, secondary knowledge. The present study investigates how primary knowledge contents can facilitate the learning of formal logical rules, i.e., secondary knowledge. Framing formal logical problems in evolutionary salient contexts…
Descriptors: Epistemology, Learning Motivation, Abstract Reasoning, Logical Thinking
Peer reviewed Peer reviewed
Direct linkDirect link
Likourezos, Vicki; Kalyuga, Slava; Sweller, John – Educational Psychology Review, 2019
Based on cognitive load theory, this paper reports on two experiments investigating the variability effect that occurs when learners' exposure to highly variable tasks results in superior test performance. It was hypothesised that the effect was more likely to occur using high rather than low levels of guidance and testing more knowledgeable than…
Descriptors: Cognitive Processes, Difficulty Level, Testing, Knowledge Level
Peer reviewed Peer reviewed
Direct linkDirect link
Ngu, Bing Hiong; Phan, Huy P.; Yeung, Alexander Seeshing; Chung, Siu Fung – Educational Psychology Review, 2018
Between two popular teaching methods (i.e., balance method vs. inverse method) for equation solving, the main difference occurs at the operational line (e.g., +2 on both sides vs. -2 becomes +2), whereby it alters the state of the equation and yet maintains its equality. Element interactivity occurs on both sides of the equation in the balance…
Descriptors: Teaching Methods, Mathematics Instruction, Equations (Mathematics), Interaction
Peer reviewed Peer reviewed
Direct linkDirect link
Ziegler, Esther; Edelsbrunner, Peter A.; Stern, Elsbeth – Educational Psychology Review, 2018
Knowledge representations that result from practicing problem solving can be expected to differ from knowledge representations that emerge from explicit verbalizing of principles and rules. We examined the degree to which the two types of learning improve problem-solving knowledge and verbal explanation knowledge in classroom instruction. We…
Descriptors: Problem Solving, Grade 6, Teaching Methods, Algebra
Peer reviewed Peer reviewed
Direct linkDirect link
Bisra, Kiran; Liu, Qing; Nesbit, John C.; Salimi, Farimah; Winne, Philip H. – Educational Psychology Review, 2018
Self-explanation is a process by which learners generate inferences about causal connections or conceptual relationships. A meta-analysis was conducted on research that investigated learning outcomes for participants who received self-explanation prompts while studying or solving problems. Our systematic search of relevant bibliographic databases…
Descriptors: Learning Strategies, Cognitive Processes, Inferences, Prompting
Peer reviewed Peer reviewed
Direct linkDirect link
Richland, Lindsey E.; Begolli, Kreshnik Nasi; Simms, Nina; Frausel, Rebecca R.; Lyons, Emily A. – Educational Psychology Review, 2017
Mathematical discussions in which students compare alternative solutions to a problem can be powerful modes for students to engage and refine their misconceptions into conceptual understanding, as well as to develop understanding of the mathematics underlying common algorithms. At the same time, these discussions are challenging to lead…
Descriptors: Mathematics Instruction, Problem Solving, Literature Reviews, Mathematical Logic
Peer reviewed Peer reviewed
Direct linkDirect link
Phan, Huy P.; Ngu, Bing H.; Yeung, Alexander S. – Educational Psychology Review, 2017
We recently developed the "Framework of Achievement Bests" to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as "optimal achievement best," which stipulates the idea that individuals may, in general, strive to achieve personal…
Descriptors: Problem Solving, Instructional Design, Mathematics Instruction, Student Motivation
Peer reviewed Peer reviewed
Direct linkDirect link
Loibl, Katharina; Roll, Ido; Rummel, Nikol – Educational Psychology Review, 2017
Recently, there has been a growing interest in learning approaches that combine two phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often cited examples of instructional approaches following the PS-I scheme include Productive Failure and Invention. Despite the growing interest in PS-I approaches, to the best…
Descriptors: Problem Solving, Teaching Methods, Program Design, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Reed, Stephen K. – Educational Psychology Review, 2016
In his 1973 article "The Structure of ill structured problems", Herbert Simon proposed that solving ill-structured problems could be modeled within the same information-processing framework developed for solving well-structured problems. This claim is reexamined within the context of over 40 years of subsequent research and theoretical…
Descriptors: Problem Solving, Puzzles, Teaching Methods, Cognitive Processes
Previous Page | Next Page »
Pages: 1  |  2  |  3