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Designing novel activities before instruction : Use of contrasting cases and a rich dataset Campbell (Journal Article)

By:

Bego, R

Contributor(s):

Chastain, Raymond J. | DeCaro, Marci S

Material type: Text

TextSeries: British Journal of Educational Psychology ; , Volume 93, Part 1, March 2023Publication details: UK : John Wiley and Sons Ltd , March 2023Description: 299-317pISSN:

0007-0998

Subject(s):

Exploratory Learning| Productive Failure| STEM failure| Transfer| Under-graduate education

Online resources:

Click here to access online

Contents:

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Summary: 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.

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Item type	Current library	Call number	Status	Date due	Barcode
Periodicals	RIE BPL Library		Not for loan

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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.

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Designing novel activities before instruction : Use of contrasting cases and a rich dataset Campbell (Journal Article)

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