Invention Versus Direct Instruction: For Some Content, It’s a Tie
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
When learning domain-general skills, the problem-solving phase in and of itself is less likely to provide implicit feedback about what goals to adopt during the inquiry process.
“When learning domain-general skills, Chase and Klahr (2017) suggest that the problem-solving phase in and of itself is less likely to provide implicit feedback about what goals to adopt during the inquiry process”
From When Problem Solving Followed by Instruction Works: Evidence for Productive Failure (2021) · cites this paper as Chase and Klahr (2017)
Cites
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_1 · Cited by 6,887 · see citing works
(2013) · Cited by 6,708 · see citing works
Sufficient Sample Sizes for Multilevel Modeling
Maas, C. J. M., & Hox, J. J. (2005) · Methodology · doi:10.1027/1614-2241.1.3.86 · Cited by 3,582 · see citing works
Cognitive Load Theory and Instructional Design: Recent Developments
Paas, F., Renkl, A., & Sweller, J. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3801_1 · Cited by 3,041 · see citing works
HMELO-SILVER, C. E., DUNCAN, R. G., & CHINN, C. A. (2007) · Educational Psychologist · doi:10.1080/00461520701263368 · Cited by 2,641 · see citing works
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
Mayer, R. E. (2004) · American Psychologist · doi:10.1037/0003-066x.59.1.14 · Cited by 2,527 · see citing works
When and where do we apply what we learn?: A taxonomy for far transfer
Barnett, S. M., & Ceci, S. J. (2002) · Psychological Bulletin · doi:10.1037/0033-2909.128.4.612 · Cited by 2,076 · see citing works
Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
Bransford, J. D., & Schwartz, D. L. (1999) · Review of Research in Education · doi:10.2307/1167267 · Cited by 1,817 · see citing works
Publication bias in the social sciences: Unlocking the file drawer
Franco, A., Malhotra, N., & Simonovits, G. (2014) · Science · doi:10.1126/science.1255484 · Cited by 1,542 · see citing works
Schwartz, D. L., & Bransford, J. D. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1604_4 · Cited by 1,037 · see citing works
The Equivalence of Learning Paths in Early Science Instruction
Klahr, D., & Nigam, M. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00737.x · Cited by 914 · see citing works
Self-citationInternational handbook of research on conceptual change
Vosniadou, S. (2013) · Routledge eBooks · doi:10.4324/9780203154472 · Cited by 886 · see citing works
Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
BRANSFORD, J. D., & SCHWARTZ, D. L. (1999) · Review of Research in Education · doi:10.3102/0091732x024001061 · Cited by 881 · see citing works
Koedinger, K. R., Corbett, A. T., & Perfetti, C. (2012) · Cognitive Science · doi:10.1111/j.1551-6709.2012.01245.x · Cited by 772 · see citing works
Understanding students' practical epistemologies and their influence on learning through inquiry
Sandoval, W. A. (2005) · Science Education · doi:10.1002/sce.20065 · Cited by 771 · see citing works
Schwartz, D. L., & Martin, T. (2004) · Cognition and Instruction · doi:10.1207/s1532690xci2202_1 · Cited by 763 · see citing works
All Other Things Being Equal: Acquisition and Transfer of the Control of Variables Strategy
Chen, Z., & Klahr, D. (1999) · Child Development · doi:10.1111/1467-8624.00081 · Cited by 736 · see citing works
Self-citationDesigning for Productive Failure
Kapur, M., & Bielaczyc, K. (2012) · Journal of the Learning Sciences · doi:10.1080/10508406.2011.591717 · Cited by 674 · see citing works
Constructivist instruction : success or failure?
Tobias, S., & Duffy, T. M. (2009) · Cited by 541 · see citing works
A history of ideas in science education: implications for practice
(1991) · Choice Reviews Online · doi:10.5860/choice.29-0433 · Cited by 520 · see citing works
Restructuring Science Education: The Importance of Theories and Their Development
Duschl, R. A. (1990) · Medical Entomology and Zoology · Cited by 515 · see citing works
Schwartz, D. L., Chase, C. C., Oppezzo, M., & Chin, D. B. (2011) · Journal of Educational Psychology · doi:10.1037/a0025140 · Cited by 466 · see citing works
Self-citationNew approaches to instruction: because wisdom can't be told
Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989) · Cambridge University Press eBooks · doi:10.1017/cbo9780511529863.022 · Cited by 404 · see citing works
Students' transition from an engineering model to a science model of experimentation
Schauble, L., Klopfer, L. E., & Raghavan, K. (1991) · Journal of Research in Science Teaching · doi:10.1002/tea.3660280910 · Cited by 370 · see citing works
Direct instruction vs. discovery: The long view
Dean Jr., D., & Kuhn, D. (2007) · Science Education · doi:10.1002/sce.20194 · Cited by 325 · see citing works
Productive failure in mathematical problem solving
Kapur, M. (2009) · Instructional Science · doi:10.1007/s11251-009-9093-x · Cited by 286 · see citing works
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Loibl, K., Roll, I., & Rummel, N. (2016) · Educational Psychology Review · doi:10.1007/s10648-016-9379-x · Cited by 284 · see citing works
Structures and strictures: Some functional limitations on the course of cognitive growth
Case, R. (1974) · Cognitive Psychology · doi:10.1016/0010-0285(74)90025-5 · Cited by 277 · see citing works
A History of Ideas in Science Education: Implications for Practice
Gutek, G. L., & DeBoer, G. E. (1992) · History of Education Quarterly · doi:10.2307/368992 · Cited by 266 · see citing works
Rethinking the Boundaries of Cognitive Load Theory in Complex Learning
Kalyuga, S., & Singh, A.-M. (2016) · Educational Psychology Review · doi:10.1007/s10648-015-9352-0 · Cited by 241 · see citing works
Analysis of Pre‐test‐Post‐test Control Group Designs in Educational Research
Dugard, P., & Todman, J. (1995) · Educational Psychology · doi:10.1080/0144341950150207 · Cited by 236 · see citing works
Instructional Complexity and the Science to Constrain It
Koedinger, K. R., Booth, J. L., & Klahr, D. (2013) · Science · doi:10.1126/science.1238056 · Cited by 209 · see citing works
Self-citationKnowing what you don't know makes failure productive
Loibl, K., & Rummel, N. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.08.004 · Cited by 191 · see citing works
Loibl, K., & Rummel, N. (2013) · Instructional Science · doi:10.1007/s11251-013-9282-5 · Cited by 142 · see citing works
Developing elementary science skills: Instructional effectiveness and path independence
Cary, M. S., & Klahr, D. (2008) · Cognitive Development · doi:10.1016/j.cogdev.2008.09.005 · Cited by 104 · see citing works
Self-citationSeeking the general explanation: A test of inductive activities for learning and transfer
Shemwell, J. T., Chase, C. C., & Schwartz, D. L. (2014) · Journal of Research in Science Teaching · doi:10.1002/tea.21185 · Cited by 98 · see citing works
Self-citationMatlen, B. J., & Klahr, D. (2013) · Instructional Science · doi:10.1007/s11251-012-9248-z · Cited by 96 · see citing works
Self-citationHolmes, N. G., Day, J., Park, A. H. K., Bonn, D. A., & Roll, I. (2013) · Instructional Science · doi:10.1007/s11251-013-9300-7 · Cited by 91 · see citing works
Interpreting Null Results: Improving Presentation and Conclusions with Confidence Intervals 1
Aberson, C. L. (2002) · Cited by 74 · see citing works
Psychology of Science: Implicit and Explicit Processes
Siler, S. A., & Klahr, D. (2012) · Cited by 61 · see citing works
Self-citationBeyond More Versus Less: A Reframing of the Debate on Instructional Guidance
NEILL, A. F. W. A. K. O. '. (2009) · Routledge eBooks · doi:10.4324/9780203878842-12 · Cited by 60 · see citing works
Roll, I., Aleven, V., & Koedinger, K. R. (2009) · Cited by 44 · see citing works
Outcomes and Mechanisms of Transfer in Invention Activities
Roll, I., Aleven, V., & Koedinger, K. R. (2011) · eScholarship (California Digital Library) · Cited by 32 · see citing works
Detecting, Classifying, and Remediating
Siler, S. A., & Klahr, D. (2012) · Oxford University Press eBooks · doi:10.1093/acprof:oso/9780199753628.003.0007 · Cited by 26 · see citing works
Self-citationUsing Invention to Change How Students Tackle Problems
Taylor, J. L., Smith, K. M., van Stolk, A. P., & Spiegelman, G. B. (2010) · CBE—Life Sciences Education · doi:10.1187/cbe.10-02-0012 · Cited by 24 · see citing works
Moricca, C., & Pellegrini, M. (2015) · Form re - Open Journal per la formazione in rete · doi:10.13128/formare-17075 · Cited by 23 · see citing works
The journey from child to scientist: Integrating cognitive development and the education sciences.
(2012) · American Psychological Association eBooks · doi:10.1037/13617-000 · Cited by 18 · see citing works
Investigating the mechanisms of learning from a constrained preparation for future learning activity
Siler, S. A., Klahr, D., & Price, N. (2012) · Instructional Science · doi:10.1007/s11251-012-9224-7 · Cited by 17 · see citing works
Self-citationKlahr, D. (2018) · Figshare · doi:10.1184/r1/6614000 · Cited by 15 · see citing works
Self-citationChase, C. C., Marks, J., Bernett, D., Bradley, M., & Aleven, V. (2015) · Lecture notes in computer science · doi:10.1007/978-3-319-19773-9_61 · Cited by 5 · see citing works
Self-citation
Flagged first, then by citations
2 of the 52 references couldn’t be matched to a known paper.
Cited by
Sorted by citations
When Problem Solving Followed by Instruction Works: Evidence for Productive Failure
Sinha, T., & Kapur, M. (2021) · Review of Educational Research · doi:10.3102/00346543211019105 · Cited by 212 · see citing works
“In comparisons where students in the I-PS condition were provided the same invention problem as PS-I post-instruction (e.g., Chase & Klahr, 2017; Jarosz et al., 2017; TablE 2 Examples of PS-I designs with varying design fidelity to PF Study characteristics Loehr et al. (2014) (Study 1) Loibl and…”
Lamnina, M., & Chase, C. C. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101785 · Cited by 130 · see citing works
Self-citationAreepattamannil, S., Cairns, D., & Dickson, M. (2020) · Journal of Science Teacher Education · doi:10.1080/1046560x.2020.1753309 · Cited by 59 · see citing works
Learning by exploring: How much guidance is optimal?
Newman, P. M., & DeCaro, M. S. (2019) · Learning and Instruction · doi:10.1016/j.learninstruc.2019.05.005 · Cited by 50 · see citing works
Chen, O., & Kalyuga, S. (2019) · European Journal of Psychology of Education · doi:10.1007/s10212-019-00445-5 · Cited by 37 · see citing works
Nachtigall, V., Serova, K., & Rummel, N. (2020) · Instructional Science · doi:10.1007/s11251-020-09525-2 · Cited by 41 · see citing works
Creative Engagement: Embodied Metaphor, the Affective Brain, and Meaningful Learning
Anderson, R. (2018) · Mind Brain and Education · doi:10.1111/mbe.12176 · Cited by 40 · see citing works
Uncertain instruction: effects on curiosity, learning, and transfer
Lamnina, M., & Chase, C. C. (2021) · Instructional Science · doi:10.1007/s11251-021-09557-2 · Cited by 31 · see citing works
Self-citationRuíz-Gallardo, J.-R., & Reavey, D. (2018) · Journal of the Learning Sciences · doi:10.1080/10508406.2018.1506988 · Cited by 30 · see citing works
Hidayat, W., & Aripin, U. (2019) · Journal of Physics Conference Series · doi:10.1088/1742-6596/1157/3/032085 · Cited by 30 · see citing works
Mazziotti, C., Rummel, N., Deiglmayr, A., & Loibl, K. (2019) · npj Science of Learning · doi:10.1038/s41539-019-0041-5 · Cited by 24 · see citing works
Teacher Guidance and On‐the‐Fly Scaffolding in Primary School Students' Inquiry Learning
Sasse, H., Weber, A. M., Reuter, T., & Leuchter, M. (2024) · Science Education · doi:10.1002/sce.21921 · Cited by 24 · see citing works
Developmental Changes in Question-Asking
Jones, A. P., Swaboda, N., & Ruggeri, A. (2020) · Cambridge University Press eBooks · doi:10.1017/9781108553803.007 · Cited by 18 · see citing works
Designing novel activities before instruction: Use of contrasting cases and a rich dataset
Bego, C. R., Chastain, R. J., & DeCaro, M. S. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12555 · Cited by 17 · see citing works
Prior math achievement and inventive production predict learning from productive failure
Kapur, M., Saba, J., & Roll, I. (2023) · npj Science of Learning · doi:10.1038/s41539-023-00165-y · Cited by 14 · see citing works
Asshoff, R., Konnemann, C., Tramowsky, N., & Rieß, W. (2021) · Sustainability · doi:10.3390/su13169208 · Cited by 13 · see citing works
Effects of rubric quality on marker variation in higher education
Chakraborty, S., Dann, C. E., Mandal, A., Dann, B., Paul, M., & Hafeez‐Baig, A. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.100997 · Cited by 12 · see citing works
Trninić, D., Sinha, T., & Kapur, M. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101688 · Cited by 12 · see citing works
Velić, L., & DeCaro, M. S. (2025) · Instructional Science · doi:10.1007/s11251-024-09701-8 · Cited by 13 · see citing works
Tofel‐Grehl, C., Searle, K. A., & Feldon, D. F. (2018) · International Society of the Learning Sciences, Inc. [ISLS]. eBooks · doi:10.22318/cscl2018.560 · Cited by 9 · see citing works
The Development of Multivariable Causality Strategy: Instruction or Simulation First?
Saba, J., Kapur, M., & Roll, I. (2023) · Lecture notes in computer science · doi:10.1007/978-3-031-36272-9_4 · Cited by 8 · see citing works
The relationship between instructional scaffolding strategies and maintained situational interest
Lange, C. H., Gorbunova, A., Дмитриевна, Ш. Е., & Costley, J. (2022) · Interactive Learning Environments · doi:10.1080/10494820.2022.2042314 · Cited by 8 · see citing works
La enseñanza explícita en la discusión didáctica actual
Gori, A., Diuk, B., & Feldman, D. (2022) · Estudios pedagógicos · doi:10.4067/s0718-07052022000400377 · Cited by 7 · see citing works
DeCaro, M. S., McClellan, D., Patrick, R. J., Powe, A. M., Franco, D., Chastain, R. J., Fuselier, L., & Hieb, J. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70007 · Cited by 6 · see citing works
Lange, C. H., Gorbunova, A., Щеглова, И. А., & Costley, J. (2022) · Innovations in Education and Teaching International · doi:10.1080/14703297.2022.2130395 · Cited by 6 · see citing works
Qiao, H.-Y., Lin-bo, S., & Li, X. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80789 · Cited by 6 · see citing works
Wushu Teaching Strategy and Development in Urban and Rural Schools
Bai, Z.-G. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80715 · Cited by 6 · see citing works
DeCaro, M. S., Bego, C. R., Velić, L., & Newman, P. M. (2024) · Instructional Science · doi:10.1007/s11251-024-09696-2 · Cited by 5 · see citing works
Shao, X., & Wang, H. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80772 · Cited by 5 · see citing works
Changing Trend of University Students’ Physical Fitness and the Reform of Teaching Methods
Fan, X., & Yu, M. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80785 · Cited by 5 · see citing works
Morcillo, J. M., Paños, E., & Ruíz-Gallardo, J.-R. (2021) · Revista eureka sobre enseñanza y divulgación de las ciencias · doi:10.25267/rev_eureka_ensen_divulg_cienc.2021.v18.i2.2201 · Cited by 5 · see citing works
Krause-Wichmann, T., Greisel, M., Wekerle, C., Kollar, I., & Stark, R. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1001523 · Cited by 4 · see citing works
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Leukel, C., & Loibl, K. (2025) · Instructional Science · doi:10.1007/s11251-024-09700-9 · Cited by 4 · see citing works
Application of MOOC Teaching in Sports Course Teaching Practice
Lu, A., Chen, J.-A., Wu, D., Cheng, J.-N., Fu, B., & Zhang, L. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80770 · Cited by 4 · see citing works
Ganaiem, E., & Roll, I. (2025) · Instructional Science · doi:10.1007/s11251-025-09750-7 · Cited by 3 · see citing works
Saba, J., Kapur, M., & Roll, I. (2025) · Instructional Science · doi:10.1007/s11251-025-09726-7 · Cited by 3 · see citing works
Feldman, D., Gori, A., & Diuk, B. (2021) · Itinerarios Educativos · doi:10.14409/ie.2021.14.e0008 · Cited by 2 · see citing works
Spaan, W., Oostdam, R., Schuitema, J. A., & Pijls, M. (2025) · Research in Science & Technological Education · doi:10.1080/02635143.2024.2446795 · Cited by 2 · see citing works
González‐Cabañes, E., García, T., Chase, C. C., & Núñez, J. C. (2023) · Campbell Systematic Reviews · doi:10.1002/cl2.1337 · Cited by 2 · see citing works
Self-citationExploratory Learning in Engineering Programming
Bego, C. R., Thompson, A. K., Crockett, C., Chastain, R. J., Hieb, J., Fuselier, L., Patrick, R. J., & DeCaro, M. S. (2023) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie58773.2023.10343300 · Cited by 2 · see citing works
Psychological Health Education Mode for University Students from the Perspective of New Media
Wang, J. (2017) · Eurasia Journal of Mathematics Science and Technology Education · doi:10.12973/ejmste/80773 · Cited by 1 · see citing works
Making Thoughts Visible through Formative Feedback in a Mathematical Problem-Solving Process
Toker, Z. (2021) · International Journal of Contemporary Educational Research · doi:10.33200/ijcer.845288 · Cited by 2 · see citing works
Developing perceptions about science in preservice early childhood educators
Miller, B. M., Wiles, B., McLean, L., & Herrygers, A. (2021) · School Science and Mathematics · doi:10.1111/ssm.12502 · Cited by 1 · see citing works
Interactive Exploratory Objects: From Laboratory Experiments to Mass Practices of the XXI Century
Poddiakov, A. N., & Podd'iakov, N. (2018) · Психология Журнал Высшей школы экономики · doi:10.17323/1813-8918-2018-4-656-674 · Cited by 1 · see citing works
González‐Cabañes, E., García, T., Núñez, J. C., & Rodríguez, C. (2021) · Journal of Visualized Experiments · doi:10.3791/62138 · Cited by 1 · see citing works
Barth, A. P., Deuber, R., Frei, T., Hänger, B., Lipscher, J., Rubin, H., Schumacher, R., Schürmann, I., Stäheli, L., & Zwyssig, A. (2022) · Springer eBooks · doi:10.1007/978-3-662-63336-6_2 · Cited by 1 · see citing works
Impact of Instructional Technology on Student Motivation and Vocabulary Knowledge
Perez, A. (2021) · doi:10.12794/metadc1833512 · Cited by 1 · see citing works
Improved student outcomes through use of direct instruction in the laboratory
Heneghan, M. A., Cronin, M. S., & McCabe, A. (2020) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2020.5037
Laboratory Experimental Method with Instructional Approach – “Hands-on” Experiments
Damnjanović, J., Cvjetičanin, S., & Kozoderović, G. (2024) · Društvene i humanističke studije · doi:10.51558/2490-3647.2024.9.2.1133
DeCaro, M. S., Bego, C. R., Thompson, A. K., & Patrick, R. J. (2026) · Educational Psychology Review · doi:10.1007/s10648-026-10223-7
Hämmerle, L., Kuhlmann, S. L., Krause-Wichmann, T., & Möller, A. (2026) · Instructional Science · doi:10.1007/s11251-026-09822-2
- Authors
- Chase, C. C., & Klahr, D.
- Affiliations
- Columbia University (US)
- Carnegie Mellon University (US)
- Corresponding author
- Chase, Catherine C.
- ORCID
- Chase, Catherine C.
- Venue
- Journal of Science Education and Technology
- Published
- 2017-07-19
- Volume
- 26
- Issue
- 6
- Pages
- 582-596
- ISSN
- 1059-0145 (ISSN-L)
- 1573-1839
- OpenAlex
- W2737710788
- Cited by
- 52
- References
- 52
- Citations by year
- 2026: 2 · 2025: 6 · 2024: 3 · 2023: 5 · 2022: 6 · 2021: 10 · 2020: 4 · 2019: 5 · 2018: 5 · 2017: 6
- FWCI
- 19.51
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Science Education and Technology (publishedVersion)
- Funders
- Institute of Education Sciences (R305B110003)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- discovery learning, direct instruction, control of variables strategy, experimental design, inquiry skills, far transfer, conceptual understanding, elementary school science, prior achievement, socioeconomic status
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review