Success in developing the canonical solution is not a necessary condition for learning from generation, but failure is not claimed to be indispensable either¶

Claim · All claims
Evidence · 1 study · review r2 · q1
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across the four studies, RSM generation processes may not lead to canonical solutions yet can still be germane for learning; success on the canonical solution is not considered necessary for learning. → Manu Kapur 2012

Evidence¶

Manu Kapur 2012¶

Manu Kapur, Nikol Rummel. (2012). Productive failure in learning from generation and invention activities. Instr Sci 40:645-650. https://doi.org/10.1007/s11251-012-9235-4

q1 · i? · review · r2

The editorial's synthesis of the four constituent studies: a common commitment to activity structures affording RSM generation without expecting students to develop canonical RSMs. This is the authors' interpretive claim, not a single tested result.

"while processes of RSM generation may not lead to canonical solutions, they can still be germane for learning."

Discussion¶

Related Claims¶

• Diversity of student-generated representations and solution methods is significantly correlated with learning from PF — related
• Number of canonical components in students' PF solutions correlates with conceptual knowledge, but the range of distinct components does not — related
• The teacher-conference problem met the sweet spot of complexity: 10th graders generated solution ideas containing the targeted errors without solving the problem canonically — related
• Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time — reports the opposite
• Mixed-ability groups generated a broader range of RSMs than all-low and all-high ability groups, relating to better uptake of the canonical formula — related
• The increase in students inventing their own ways of solving tasks was minor, but there was a marked increase in students agreeing the CCS tasks required inventing their own ideas — related
• Productive Failure Improves Conceptual Learning — related
• Vicarious failure with high solution diversity is as effective as engaging in Productive Failure oneself for conceptual knowledge acquisition — related
• Invention Tasks Prepare Future Learning — related