Direct instruction may create a lock-in that constrains search for novel solutions¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students taught by direct instruction tended to produce only the correct solution, whereas students who solved problems before instruction designed five to six solutions. → Manu Kapur 2016

Evidence¶

Manu Kapur 2016¶

Manu Kapur (2016). Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning. Educational Psychologist, 51(2), 289-299. https://doi.org/10.1080/00461520.2016.1155457

q2 · i? · theoretical · r3

The article reports this solution-variety contrast from Kapur's (2014) experiment on standard deviation as emerging evidence that instruction may constrain search for novel solutions; no effect size or test statistic is printed for this contrast.

"Kapur (2014) found that, whereas productive students were able to design five to six solutions before receiving instruction on the targeted concepts, their direct instruction counterparts tended to produce only the correct solution when given the same problem to solve after instruction on the targeted concepts."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

- Direct instruction's advantages do not persist over the longer term — the general claim this finding bears on, with the studies behind it¶

• A validity problem in Kapur's standard deviation transfer item brackets its transfer findings as working hypotheses — related
• Invention Tasks Prepare Future Learning — related
• Productive Failure Improves Conceptual Learning — a broader claim this one bears on
• In the Bayesian-reasoning problem-solving phase, most students generated only one solution attempt, far fewer than in the original variance study — related