Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2021 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Failure-driven scaffolding (nudging suboptimal solutions) and success-driven scaffolding (nudging optimal solutions via low-specificity heuristics) had similar outcomes on posttest assessments of conceptual understanding. → Sinha 2021
Evidence¶
Sinha 2021¶
Sinha, T., Kapur, M., West, R., Catasta, M., Hauswirth, M., & Trninic, D. (2021). Differential Benefits of Explicit Failure-Driven and Success-Driven Scaffolding in Problem-Solving Prior to Instruction. Journal of Educational Psychology, 113(3), 530–555. https://doi.org/10.1037/edu0000483
q3 · i? · causal · r?
Classroom intervention study (N = 221) comparing explicit failure-driven versus success-driven scaffolding during problem-solving prior to instruction, measured by posttest assessments of conceptual understanding. The article reports the two scaffolds "had similar outcomes on posttest assessments of conceptual understanding."
"Results suggested that failure-driven scaffolding (nudging students to generate suboptimal solutions) and success-driven scaffolding (nudging students to generate optimal solutions by giving them heuristics with low specificity) had similar outcomes on posttest assessments of conceptual understanding."
Discussion¶
Related Claims¶
- PF design fidelity predicts larger PS-I effects, with four fidelity criteria showing significant subgroup differences — the general claim this finding bears on, with the studies behind it
- Emotion dynamics during problem-solving predict learning outcomes in a manner that depends on scaffolding design — related
- Students exposed to failure-driven scaffolding demonstrated higher quality of constructive reasoning — related
- Productive Failure Improves Conceptual Learning — a broader claim this one bears on
- Guidance during initial problem solving does not translate into better learning from subsequent instruction — related
- Differential scaffold benefits were more salient for the more difficult learning concept — related
- Metacognitive and strategic scaffold-use subgroups solved more problems correctly than moderate and low-use subgroups — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
failure-and-success-scaffolding-similar-posttest-conceptual-understanding |
title |
Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding |
description |
Failure-driven and success-driven scaffolding before instruction produce similar posttest conceptual understanding |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sinha-2021 |
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