Inventing Prepares Learning Motivationally, but a Worked-out Solution Enhances Learning Outcomes
Year: 2013
Type: article
Abstract: Solving an open problem as proposed by inventing and productive failure approaches has been shown to prepare learners effectively for subsequent direct instruction even though invented solutions are often suboptimal for the given problems.Inventing can make the learners aware of knowledge gaps (cognitive) and more curious about and interested in the learning contents (motivational effects).However, working on the same problem with a given (optimal) solution helps avoid misconceptions and disorganized knowledge, while providing useful basic knowledge.Therefore, a given solution could be more effective.In an experiment (N = 42), we tested to what extent working on an open problem (inventing) versus a solution prepares student teachers for learning strategy evaluation.The inventing group invented criteria to evaluate learning strategies while the worked solution group studied the same problem in a solved, worked-out version.We found differential effects: inventing enhanced knowledge-gap experience, curiosity, and interest.However, studying the worked-out solution enhanced learning outcomes.
Institution: University of Freiburg
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2401050271