Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning

Loibl, Katharina; Roll, Ido; Rummel, Nikol

doi:10.1007/s10648-016-9379-x

Cited by 185 publications

(362 citation statements)

References 55 publications

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“…The idea is that the whole task covers the subject matter and learning goals of the lesson(s). The premise behind starting the lesson by introducing the whole task is that students are more motivated, relevant prior knowledge is activated in an integrated way, and learning goals and subject matter become more meaningful (Lazonder & Harmsen, 2016;Loibl, Roll, & Rummel, 2016;Merrill, 2012). In convergent differentiated levels of support, students receive support according to their needs as students in a class do not need the same levels of support.…”

Section: Forms Of Differentiated Instructionmentioning

confidence: 99%

A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons

Graaf

Westbroek

Janssen

2018

Journal of Science Teacher Education

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Section: Forms Of Differentiated Instructionmentioning

confidence: 99%

A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons

Graaf

Westbroek

Janssen

2018

Journal of Science Teacher Education

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“…A key component of the Invention instructional method is that the Invention activity precedes direct instruction. While students often produce incorrect inventions, the process of generating and evaluating candidate equations helps them begin to notice deep features of the problem, uncover gaps in their understanding, and develop well-differentiated prior knowledge of the domain (Loibl, Roll, & Rummel, 2017)-all of which prepares them to learn the canonical principles from traditional expositions (Kapur, 2008;Schwartz & Bransford, 1998). The teacher-student dialogs we explore in this study occur only during the Invention phase of this method, not during the lecture phase.…”

Section: Invention Activitiesmentioning

confidence: 99%

How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer

et al. 2019

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Background: A key question in K-12 STEM education is how best to guide students as they engage in exploratory learning activities so that students develop transferable knowledge. We investigated this question in a study of teacher talk guidance of an exploratory activity called Invention. In this study, teachers worked one-on-one with students, guiding them as they attempted to invent ratio-based equations of physical science phenomena. We applied the interactive, constructive, active, and passive (ICAP) framework as a theoretical lens through which to explore different forms of teacher talk guidance and resulting student talk. The ICAP hypothesis predicts that constructive engagement leads to greater learning than active engagement, which in turn leads to greater learning than passive engagement. However, students do not always enact the type of cognitive engagement that teachers prompt. In this paper, we work towards three goals: (1) to explore the forms of cognitive engagement prompted by teachers and enacted by students in their talk, (2) to test the ICAP hypothesis in the novel context of teacher-student dialog during Invention, and (3) to identify effective forms of teacher talk guidance for Invention activities and other exploratory STEM learning tasks. Results: While the majority of student talk was active, teachers produced an even distribution of constructive, active, and passive prompts. Teacher and student talk types tended to align, such that students often responded with the type of cognitive engagement teachers invited, with the exception of passive talk. In general, teacher talk showed the most robust relationship with students' abilities to transfer, while teacher-student dialog demonstrated a weaker relationship with transfer, and student talk was not significantly related to transfer. Some evidence for the ICAP hypothesis was found, most prominently in teacher talk, where constructive prompts positively predicted transfer, active prompts were not related to transfer, and passive prompts negatively predicted transfer. Conclusions:This research implies that teachers should use a large proportion of constructive prompts and relatively few passive ones when guiding students through Invention tasks, when the goal is to provoke transfer of learning to novel contexts. This work also extends the CAP portion of the ICAP hypothesis to teacher-student dialog and underscores the teacher's critical role in encouraging students to cognitively engage with exploratory STEM tasks in effective ways.

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“…Afterwards, during the instruction, the erroneous solutions are compared to each other and their respective difficulties are discussed. It is assumed that the failure experience during the initial problem-solving phase prepares students for learning from the following instruction by prior-knowledge activation, knowledge-gap awareness, and deep-features recognition (Loibl, Roll, & Rummel, 2017). In contrast, failure in DI can only occur if students struggle to apply the solution method they were instructed on.…”

Section: Introductionmentioning

confidence: 99%

Company Based Continuing Vocational Training With Authoring Systems for Tasks in Industrial Manual Assembly

Gerschner¹,

Goppold²,

Molitor³

et al. 2017

ICERI Proceedings

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Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning

Cited by 185 publications

References 55 publications

A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons

A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons

How teacher talk guidance during Invention activities shapes students’ cognitive engagement and transfer

Company Based Continuing Vocational Training With Authoring Systems for Tasks in Industrial Manual Assembly

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