How exploratory problem solving versus problem posing helps learning from instruction

Manu KAPUR

How exploratory problem solving versus problem posing helps learning from instruction

Manu KAPUR

Department of Psychology (PS)

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 language	English
Publication status	Published - Apr 2016
Event	2016 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

Conference	2016 Annual Meeting of American Educational Research Association: "Public Scholarship to Educate Diverse Democracies"
Abbreviated title	AERA 2016
Country/Territory	United States
City	Washington, D.C.
Period	08/04/16 → 12/04/16
Internet address	https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2016-Annual-Meeting

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title = "How exploratory problem solving versus problem posing helps learning from instruction",

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",

author = "Manu KAPUR",

year = "2016",

month = apr,

language = "English",

note = "2016 Annual Meeting of American Educational Research Association: {"}Public Scholarship to Educate Diverse Democracies{"}<br/>, AERA 2016 ; Conference date: 08-04-2016 Through 12-04-2016",

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TY - CONF

T1 - How exploratory problem solving versus problem posing helps learning from instruction

AU - KAPUR, Manu

PY - 2016/4

Y1 - 2016/4

N2 - -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

AB - -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

M3 - Papers

T2 - 2016 Annual Meeting of American Educational Research Association: "Public Scholarship to Educate Diverse Democracies"<br/>

Y2 - 8 April 2016 through 12 April 2016

ER -

How exploratory problem solving versus problem posing helps learning from instruction

Abstract

Conference

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