Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Glogger‐Frey, Inga; Fleischer, Corinna; Grüny, Lisa; Kappich, Julian; Renkl, Alexander

doi:10.1016/j.learninstruc.2015.05.001

Cited by 97 publications

(115 citation statements)

References 82 publications

(167 reference statements)

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“…By leading to investment of more time in studying the learning material, deliberate reflection increased learning outcomes. This assumption is consistent with the positive relationship between the amount of study time and learning results observed in experiments in which students worked individually, 13,14 as our participants did, such as in research on a teaching journal's quality assessment. Engagement in learning, after all, has been shown to be a consistent and important mediator of learning, even if the time engagement is short, a matter of minutes, 12 such as what is expected to happen when physicians or medical students are confronted with an uncertain diagnosis.…”

Section: Discussionsupporting

confidence: 89%

“…For example, an experiment on student teachers learning of journal's quality assessment by either inventing or studying a worked solution, found study time to be positively correlated with students' outcomes, even after controlling for prior knowledge and independently of learning strategy. 13 Similar results have been found with secondary school students, 14 and the positive relationship between study time and learning outcomes is reinforced by research showing that reducing students' time to master a new topic decreased their scores on immediate and late tests. 15 Therefore, if deliberate reflection while practising the diagnosis of clinical cases indeed fosters engagement in learning activities and learning outcomes, it would be a helpful tool for the development of medical students' clinical knowledge.…”

Section: Resultssupporting

confidence: 65%

“…Research has shown a positive effect on learning outcomes of engagement, even in short learning activities measured in minutes of study time. For example, an experiment on student teachers learning of journal's quality assessment by either inventing or studying a worked solution, found study time to be positively correlated with students’ outcomes, even after controlling for prior knowledge and independently of learning strategy . Similar results have been found with secondary school students, and the positive relationship between study time and learning outcomes is reinforced by research showing that reducing students’ time to master a new topic decreased their scores on immediate and late tests .…”

Section: Introductionmentioning

confidence: 72%

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Effects of deliberate reflection on students’ engagement in learning and learning outcomes

et al. 2019

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Context Reflection in practice is assumed to enhance interest in knowing more about a topic, increasing engagement in learning and learning outcomes. However, this claim lacks empirical evidence, particularly in medical education. The authors investigated the effects of deliberate reflection upon clinical cases on medical students’ engagement in a learning activity and learning outcomes. Methods A three‐task (diagnostic task; learning activity; test) experiment was conducted in August 2017. Seventy‐two fourth‐year students from UNIFENAS‐BH Medical School, Brazil, diagnosed two clinical cases with jaundice as the chief complaint, either by following a deliberate reflection procedure or making differential diagnosis. Subsequently, all participants received the same study material on the diagnosis of jaundice. Finally, they took a recall test on the study material. Outcome measurements were study time and test scores. Results There was a significant effect of experimental condition on students’ engagement in the learning activity and on learning outcomes. Students who deliberately reflected upon the cases invested more time in studying the material than those who made a differential diagnosis (respectively, mean = 254.97, standard deviation = 115.45 versus mean = 194.96, standard deviation = 111.68; p = 0.02; d = 0.53). Deliberate reflection was also related to higher scores in the test relative to differential diagnosis (respectively, mean = 22.08, standard deviation = 14.94 versus mean = 15.75, standard deviation = 9.24; p = 0.03; d = 0.51). Medium effect sizes (Cohen's d) were observed in both measurements. Conclusions Relative to making differential diagnosis, deliberate reflection while diagnosing cases fostered medical students’ engagement in learning and increased learning outcomes. Teachers can employ this relatively easy procedure, possibly both with simulated and real scenarios, to motivate their students and help them expand their knowledge, an important requirement for their professional development.

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Section: Discussionsupporting

confidence: 89%

Section: Resultssupporting

confidence: 65%

Section: Introductionmentioning

confidence: 72%

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Effects of deliberate reflection on students’ engagement in learning and learning outcomes

et al. 2019

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“…This detrimental effect might have increased as a function of the number of detected similarities and differences for which the learners generated inventions. On the other hand, as inventing resembles problem-oriented instruction, which purportedly can increase learners' motivation or curiosity (e.g., Schmidt et al 1989, see also Glogger-Frey et al 2015;Schwartz and Martin 2004), it might have simultaneously increased the learners' epistemic curiosity; if such was the case, then it should result in a positive effect on processing depth and learning from subsequent instruction (e.g., Belenky and Nokes-Malach 2012;Pugh and Bergin 2006). This potential beneficial effect, however, might have been outweighed by the aforementioned detrimental effect at some point.…”

Section: Effects Concerning the Inventing Approachmentioning

confidence: 99%

“…Two types of inquiry with contrasting cases in particular have been shown to have a positive effect on preparing learners for future learning: (a) comparing (e.g., Glogger et al 2013a;Roelle and Berthold 2015;Schwartz and Bransford 1998) and (b) inventing (e.g., Glogger-Frey et al 2015;Holmes et al 2014;Schwartz et al 2011;Schwartz and Martin 2004;Wiedmann et al 2012). The (a) case comparison approach is based on Schwartz and Bransford's (1998) theoretical notion that when learners identify the contrasting cases' distinctive similarities and differences that reflect the target learning content, they are better able to focus on the main information of the target content included in subsequent instruction.…”

mentioning

confidence: 99%

Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations

Roelle

Berthold

2016

Instr Sci

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Comparing contrasting cases is a promising means to prepare learners for future learning from related direct instruction. The most prevalent type of preparation intervention used in this case comparison approach is providing contrasting cases together with comparison prompts. However, if the contrasting cases are complex learners might need more guidance than mere prompts in order to detect their relevant similarities and differences and thus exploit their full potential. The inventing approach entails having learners invent explanations that deal with the detected similarities and differences in addition to comparing contrasting cases. In this approach, however, it is unclear whether the generation of inventions per se has an added value to the concomitant detection of similarities and differences. Against this background, in a 2 9 2 factorial experiment with N = 80 eighth-grade students we varied the preparation intervention the learners received before they processed some instructional explanations according to: (a) type of task while comparing contrasting cases (responding to a comparison prompt vs. verifying provided comparisons), and (b) inventing task after comparing contrasting cases (with vs. without). We found that if there was no invention task, the learners who verified the provided comparisons learned more from the instructional explanations than those who received a comparison prompt. Requiring learners to generate inventions only after comparing the cases yielded differential results. The learners who detected only one similarity or difference among the cases benefitted from the inventing task, whereas the learners who detected all of the relevant features were hindered by it, albeit marginally.

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Do examples of failure effectively prepare students for learning from subsequent instruction?

Hartmann

Gog

Rummel

2020

Applied Cognitive Psychology

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Summary Studies on the productive failure (PF) approach have demonstrated that attempting to solve a problem prepares students more effectively for later instruction compared to observing failed problem‐solving attempts prior to instruction. However, the examples of failure used in these studies did not display the problem‐solving‐and‐failing process, which may have limited the preparatory effects. In this quasi‐experiment, we investigated whether observing someone else engaging in problem solving can prepare students for instruction, and whether examples that show the problem‐solving‐and ‐failing process are more effective than those that only show the outcome of this process. We also explored whether the perceived model–observer similarity had an impact on the effectiveness of observing examples of failure. The results showed that observing examples effectively prepares students for learning from instruction. However, observing the model's problem‐solving‐and‐failing process did not prepare students more effectively than merely looking at the outcome. Studying examples were more effective if model–observer similarity was high.

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Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Cited by 97 publications

References 82 publications

Effects of deliberate reflection on students’ engagement in learning and learning outcomes

Effects of deliberate reflection on students’ engagement in learning and learning outcomes

Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations

Do examples of failure effectively prepare students for learning from subsequent instruction?

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