Differential benefits of explicit failure-driven and success-driven scaffolding in problem-solving prior to instruction

Published on Apr 1, 2021in Journal of Educational Psychology
· DOI :10.1037/EDU0000483
Tanmay Sinha11
Estimated H-index: 11
,
Manu Kapur25
Estimated H-index: 25
+ 3 AuthorsDragan Trninic9
Estimated H-index: 9
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Abstract
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#1Tanmay Sinha (ETH Zurich)H-Index: 11
#2Manu Kapur (ETH Zurich)H-Index: 25
Abstract Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students are exposed to failure-driven, success-driven, or no explicit scaffolding in problem-so...
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Problem-solving followed by instruction (PS-I) is a powerful design shown to transform students’ conceptual understanding and transfer. Within PS-I, no research has examined how moment-by-moment de...
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