Examining the Preparatory Effects of Problem Generation and Solution Generation on Learning from Instruction

Autor/in	Kapur, Manu
Titel	Examining the Preparatory Effects of Problem Generation and Solution Generation on Learning from Instruction
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 46 (2018) 1, S.61-76 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kapur, Manu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-017-9435-z
Schlagwörter	Problem Solving; Mathematics Instruction; Mathematics Activities; Concept Formation; Transfer of Training; Mathematical Concepts + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Training; Transfer; Ausbildung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01