: Use of contrasting cases and a rich dataset Campbell (Journal Article) Bego, R. creator Chastain, Raymond J. | DeCaro, Marci S. text UK : John Wiley and Sons Ltd , March 2023 monographic eng

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299-317p. Abstract: Background In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims The current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features. ***______{For Hard Copy, Please visit Library.}________*** Exploratory Learning| Productive Failure| STEM failure| Transfer| Under-graduate education 0007-0998 https://doi.org/10.1111/bjep.12555 https://doi.org/10.1111/bjep.12555 240112 20240112175130.0