In a Bayesian-reasoning replication, problem-solving prior to instruction (PS-I) showed no significant advantage over instruction-first (I-PS) on conceptual knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Students in PS-I conditions did not significantly outperform I-PS conditions on conceptual knowledge outcome. → 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

q3 · i0 · causal · r2

Controlled experiment with 75 undergraduate teacher students in a 2×2 design (order of phases × type of instruction). The ANOVA on conceptual knowledge (max 4 points) found "no significant differences regarding the factor order of phases" (F(1,71) = 0.12, p = .73, ηp² = 0.002); equivalence was not tested.

"For conceptual knowledge, the ANOVA revealed no significant differences regarding the factor order of phases (hypothesis 1a: F (1,71) = 0.12, p = .73, ηp 2 = 0.002)"

Discussion¶

Related Claims¶

• No significant interaction between order of phases and type of instruction on conceptual knowledge in the Bayesian-reasoning replication — related
• PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing — a broader claim this one bears on
• No significant effect of order of phases on procedural knowledge in the Bayesian-reasoning replication — related
• Productive Failure Improves Conceptual Learning — reports the opposite
• Including typical student solutions in explicit instruction showed no significant effect on conceptual knowledge in the Bayesian-reasoning replication — related
• Across two studies that differed in the duration of the initial problem-solving phase, the PS-I versus WS-I transfer advantage reversed — related
• Micro productive failure showed no effect on conceptual explanation, but a condition × time interaction emerged as the I-PS mean advantage at one day reversed at one week — related
• Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a shared sample — related
• 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 instructional designs can improve conceptual understanding and transfer when design principles are met — reports the opposite