Search results for author:"Katharina Loibl"
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Learning and Instruction Vol. 62, No. 1 (August 2019) pp. 1–10
Research on conceptual change, learning from errors, and ‘productive failure’ suggests that elaborating on errors during instruction is crucial for learning in settings which put problem solving before instruction. To reveal the role of elaboration...
The Impact of Guidance during Problem-Solving Prior to Instruction on Students' Inventions and Learning Outcomes
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 3 (May 2014) pp. 305–326
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In...
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 74–85
To progress from intuitive ideas to deep conceptual understanding, students need to become aware of gaps in their ideas. Attempting to solve problems prior to instruction may lead to a global awareness of knowledge gaps (i.e., awareness without...