PROTOCOL: Problem Solving before Instruction (PS-I) to Promote Learning and Motivation in Child and Adult Students

Autor/inn/en	González-Cabañes, Eduardo; Garcia, Trinidad; Chase, Catherine; Núñez, Jose Carlos
Titel	PROTOCOL: Problem Solving before Instruction (PS-I) to Promote Learning and Motivation in Child and Adult Students
Quelle	In: Campbell Systematic Reviews, 19 (2023) 3, (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/cl2.1337
Schlagwörter	Problem Solving; Instruction; Teaching Methods; Learning Motivation; Children; Adult Students; Instructional Effectiveness; Instructional Design; Cooperative Learning; Case Studies; Metacognition; Context Effect + Suchen Sie Ihr Suchwort? Problemlösen; Teaching process; Unterrichtsprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Child; Kind; Kinder; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Kooperatives Lernen; Case study; Fallstudie; Case Study; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This is the protocol for a Campbell systematic review. The objectives are as follows: The purpose of this review is to synthesize the evidence about the efficacy of problem solving before instruction (PS-I) to promote learning and motivation in students. Specifically, this review is designed to answer the following questions: To what degree does PS-I affect learning and motivation, relative to alternative learning approaches? To what extent is the efficacy of PS-I associated with the use of different design features within it, including the use of group work, contrasting cases, and metacognitive guidance in the initial problem-solving activity, and the use of explanations that build upon students' solutions in the explicit instruction phase? To what extent is the relative efficacy of PS-I associated with the contextual factors of activities used as control, age of students, duration of the interventions, and learning domain? What is the quality of the existent evidence to evaluate these questions in terms of number of studies included and potential biases derived from publication and methodological restrictions? (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01