Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? None of the inventing variables (appropriateness, number of canonical, suboptimal, or total solutions) correlated substantially with transfer (rs between -0.16 and 0.03, all ps > 0.49). → Inga Glogger-Frey 2022 q2 i3 Inventing suboptimal solutions correlated negatively with interest before learning (r = -0.46, p = 0.035) and with total learning time (r = -0.46, p = 0.034). → Inga Glogger-Frey 2022 (2) q2 i3 Inventing canonical solutions correlated positively with self-efficacy before learning (marginally significant, r = 0.38, p = 0.090). → Inga Glogger-Frey 2022 (3)

Evidence¶

Inga Glogger-Frey 2022¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q2 · i? · causal · r2

Exploratory correlational analysis (Appendix A) of inventing-quality ratings and solution counts among the 22 inventing-group participants; no substantial correlation with transfer emerged, so the article concludes it "does not reveal findings that suggest productive failure".

"None of the inventing variables correlated substantially with transfer (Research questions 4a to 4d, rs between -0.16 and 0.03, all ps > 0.49; controlling for prior knowledge, see Table 3)."

Inga Glogger-Frey 2022 (2)¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q2 · i3 · causal · r2

Exploratory correlations in Appendix A among inventing-group participants; suboptimal inventions were negatively related to pre-learning interest and total learning time, consistent with the authors' view that failure in the inventing phase had unproductive effects.

"a significant negative correlation between inventing suboptimal solutions and interest before the learning phase (r = -0.46, p = 0.035) as well as the total time invested in learning (r = -0.46, p = 0.034)"

Inga Glogger-Frey 2022 (3)¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q2 · i3 · causal · r2

Exploratory correlation in Appendix A among inventing-group participants; inventing canonical solutions showed a marginally significant positive correlation with pre-learning self-efficacy (r = 0.38, p = 0.090), suggesting canonical invention had motivational advantages.

"it was positively correlated with self-efficacy before the learning phase (marginally significant, r = 0.38, p = 0.090)"

Discussion¶

Related Claims¶

• Number of canonical components in students' PF solutions correlates with conceptual knowledge, but the range of distinct components does not — related
• Worked-example preparation leads to more application of canonical criteria during future learning, which mediates higher transfer — related
• Invention Tasks Prepare Future Learning — related
• Contrary to expectation, the worked-example group applied suboptimal criteria more often, and fewer suboptimal applications mediated inventing's transfer — related
• Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication — related
• Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills — related
• Success in developing the canonical solution is not a necessary condition for learning from generation, but failure is not claimed to be indispensable either — 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 — reports the opposite
• Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase — related