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 2021-10, Vol.91 (5), p.761-798
Main Authors: Sinha, Tanmay, Kapur, Manu
Format: Article
Language:English
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
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