Learning the physics of electricity: A qualitative analysis of collaborative processes involved in productive failure

Abstract

Earlier quantitative studies in computer-supported collaborative learning identified 'Productive Failure' (Kapur, Cognition and Instruction 26(3):379-424, 2008) as a phenomenon in which students experiencing relative failures in their initial problem-solving efforts subsequently performed better than others who were in a condition not involving an initial failure. In this qualitative study, we examine the problem-solving dynamics of two dyads: a Productive Failure (PF) dyad who initially received a low-structured activity and a Non-Productive Failure (N-PF) dyad who initially received a high-structured activity. Both dyads then received an identical high-structured problem-solving activity. This process was repeated using multiple sets of problems, and this paper will discuss two sets. Interactions of the two dyads were logged. Data for this study included video conversations of the dyads, screen captures of their use of a computer model, and their submitted answers. Results indicated that initial struggle and failed attempts provided an opportunity to the PF dyad to expand their observation space and thus engage deeply with the computer model. Over-scripting proved to be detrimental in creation of a mutual meaning-making space for the N-PF dyad. This paper suggests that the relative success of the PF dyad might be viewed in terms of induction of reflective reasoning practices.

Learning across levels

“…The approach and conclusions of this paper can be contrasted with recent findings in CSCL research about "productive failure" (Kapur and Bielaczyck 2012;Kapur and Kinzer 2009;Pathak et al 2011). Positive findings about productive failure suggest that group processes can underlie individual-level learning in ways that may not show up immediately.…”

Collaborating around the tabletop

“…It focuses on the productive role of interference-for example when two users simultaneously move tabletop objects in a way that interferes with each other. This seems related to recent ijCSCL discussions of "productive failure" (Kapur and Kinzer 2009;Pathak et al 2011;Wang et al 2011)-in which engagement with what Piaget might consider cognitive conflict leads to collaborative learning. Building on ideas developed in earlier flash-theme discussions of argumentation and scripting, this paper analyzes instances of interference in usage of tabletops for collaborative learning.…”

Estudio De Las Motivaciones De Los Estudiantes De Secundaria De Física Y Química Y La Influencia De Las Metodologías De Enseñanza en Su Interés

“…Se cuenta con recientes investigaciones que han estudiado la eficiencia de diferentes metodologías de enseñanza (Marusic y Slisko, 2011): el efecto de la colaboración entre los alumnos a la hora de resolver problemas de Física (Harskamp y Ding, 2006), la aplicación del aprendizaje cooperativo con la ayuda de las nuevas tecnologías (Bell, et al, 2010), el estudio de la eficiencia del aprendizaje cooperativo para resolver algunos problemas de electricidad (Pathak, et al, 2011) y la aplicación de esta estrategia al laboratorio (Olvera, et al, 2009). Además, con esta estrategia se trabajan otros aspectos de capital importancia referidos a las actitudes de solidaridad, igualdad, respeto, diálogo y libertad (Gonzálvez, et al, 2011).…”