Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2024 · checked against its sources 2026-10-18 (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.
q2 i? Only 2 of 38 students in the PS conditions generated solutions corresponding to the erroneous solutions refuted in the instruction with typical student solutions. → Loibl 2024
Evidence¶
Loibl 2024¶
Loibl, K., & Leuders, T. (2024). Can failure be made productive also in Bayesian reasoning? A conceptual replication study. Instructional Science. https://doi.org/10.1007/s11251-024-09670-y
q2 · i? · causal · r2
Exploratory coding of students' solution attempts against the solutions included in instruction (Table 8: missing normalization by 33 students, prior only by 7, evidence only by 1, averaging by 1, others by 4). "only two (out of 38) students" generated solutions matching the refuted ones, so instruction did not refute students' actual misconceptions.
"only two (out of 38) students in the problem-solving prior to instruction conditions (PS-I, PS-I ts) generated solutions that corresponded to the erroneous solutions included in the explicit instruction"
Discussion¶
Related Claims¶
- In the Bayesian-reasoning problem-solving phase, most students generated only one solution attempt, far fewer than in the original variance study — related
- PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented — a broader claim this one bears on
- Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time — related
- Including typical student solutions in explicit instruction showed no significant effect on conceptual knowledge in the Bayesian-reasoning replication — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mismatch-generated-instructed-solutions-bayesian |
title |
Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase |
description |
Students' generated solutions rarely matched the erroneous solutions included in the explicit instruction phase |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — loibl-2024 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.