How exploratory problem solving versus problem posing helps learning from instruction

Manu KAPUR

Research output: Contribution to conference › Papers

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
Event2016 Annual Meeting of American Educational Research Association: "Public Scholarship to Educate Diverse Democracies"
 - Washington, D.C., United States
Duration: 08 Apr 2016 → 12 Apr 2016
https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2016-Annual-Meeting

Conference

Conference2016 Annual Meeting of American Educational Research Association: "Public Scholarship to Educate Diverse Democracies"
Abbreviated titleAERA 2016
Country/TerritoryUnited States
CityWashington, D.C.
Period08/04/16 → 12/04/16
Internet address

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.

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