The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.
Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
Abstract
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical phenomena, they will exhibit poor transfer. Two studies on teaching physics to adolescents compared the effects of “telling ” students before and after problem solving. In Experiment 1 (N=128), students in a tell-and-practice (T&P) condition were told the relevant concepts and formulas (e.g., density), before practicing on a set of contrasting cases for each lesson. Students in an invent-with-contrasting-cases (ICC) condition had to invent formulas using the same cases and were only told afterwards. Both groups exhibited equal proficiency at using the formulas on word problems. However, ICC students better learned the ratio structure of the physical phenomena and transferred more frequently to semantically unrelated topics that also have a ratio structure (e.g., spring constant). Experiment 2 (N=120) clarified the sources of the effects, while showing that ICC benefitted both low- and high-achieving students.
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Cited by
Yeager, D. S., & Dweck, C. S. (2012) · Educational Psychologist · doi:10.1080/00461520.2012.722805 · Cited by 2,334
Kapur, M. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1155457 · Cited by 523
Productive Failure in Learning Math
Kapur, M. (2014) · Cognitive Science · doi:10.1111/cogs.12107 · Cited by 453
Designing for deeper learning in a blended computer science course for middle school students
Grover, S., Pea, R., & Cooper, S. (2015) · Computer Science Education · doi:10.1080/08993408.2015.1033142 · Cited by 410
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
Metadata
- Authors
- Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B.
- Venue
- Journal of Educational Psychology
- Published
- 2011
- Volume
- 103
- Issue
- 4
- Pages
- 759-775
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2085022598
- Cited by
- 464
- References
- 73
- FWCI
- 77.71
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
