Do Students Learn More from Failing Alone or in Groups? Insights into the Effects of Collaborative versus Individual Problem Solving In Productive Failure

Autor/inn/en	Brand, Charleen; Hartmann, Christian; Loibl, Katharina; Rummel, Nikol
Titel	Do Students Learn More from Failing Alone or in Groups? Insights into the Effects of Collaborative versus Individual Problem Solving In Productive Failure
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 51 (2023) 6, S.953-976 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brand, Charleen) ORCID (Hartmann, Christian) ORCID (Loibl, Katharina) ORCID (Rummel, Nikol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-023-09619-7
Schlagwörter	Failure; Cooperative Learning; Independent Study; Problem Solving; Instructional Design; Prior Learning; Knowledge Level + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Selbststudium; Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; Vorkenntnisse; Wissensbasis
Abstract	Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students' conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm the necessity of collaboration in PF. However, these studies have diverged significantly from prior traditional PF studies and design criteria. Therefore, the role of collaboration in PF remains unclear. In an experimental study that is based on the traditional design of PF, we compared a collaborative and an individual problem-solving setting. It was hypothesized that collaboration facilitates the beneficial preparatory mechanisms of the PF problem-solving phase: prior knowledge activation, awareness of knowledge gaps, and recognition of deep features. In a mediation analysis, the effects of collaborative and individual problem solving on conceptual knowledge acquisition as mediated through the preparatory mechanisms were tested. In contrast to the hypotheses, no mediations or differences between conditions were found. Thus, collaboration does not hold a major preparatory function in itself for the design of PF. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01