How exploratory problem solving versus problem posing helps learning from instruction

Manu KAPUR

Research output: Contribution to conference › Paper

Abstract

-Objective: There is now a growing body of evidence that preparatory activities such as generating solutions to novel problems prior to instruction can help students learn better from the instruction (Authos, 2012a). Evidence comes not only from quasi-exp
Original languageEnglish
Publication statusPublished - Apr 2016

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Citation

Kapur, M. (2016, April). How exploratory problem solving versus problem posing helps learning from instruction. Paper presented at the 2016 AERA Annual Meeting: Public scholarship to educate diverse democracies, The Walter E. Washington Convention Centre, Washington, DC.