Research on Productive Failure and preparatory mechanisms has consistently demonstrated a positive learning effect when students generate problem solutions before receiving formal instruction. However, it has been less examined whether the effect still holds when the generative task does not involve problem solving. Using a 2x2 experimental design, this study investigated the effects of generative tasks that involve analogical problem posing (without solving) on learning and transfer. Pedagogical sequence (i.e., generation-first or instruction-first) and type of analogical reasoning task (i.e., generating one’s own analogical problems or generating analogical mappings between given analogical problems) were the two factors manipulated. Preliminary analysis revealed no multivariate effects of the factors. Thus, we discuss the learning mechanisms enacted by analogical reasoning, reliability of the instruments, and the participants’ prior condition as possible reasons and to inform future studies. Copyright © 2016 ISLS.
|Title of host publication||Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016|
|Editors||Chee-Kit LOOI, Joseph POLMAN, Ulrike CRESS, Peter REIMANN|
|Place of Publication||Singapore|
|Publisher||International Society of the Learning Sciences (ISLS)|
|Publication status||Published - 2016|