Neither the quantity nor the quality of PF students' own solution attempts correlated with their conceptual knowledge acquisition¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
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 i0 In the PF condition, neither solution quality (r = 0.10) nor quantity (r = 0.12) correlated significantly with conceptual knowledge acquisition. → Christian Hartmann 2021
Evidence¶
Christian Hartmann 2021¶
Christian Hartmann, Tamara van Gog, Nikol Rummel. (2021). Preparatory effects of problem solving versus studying examples prior to instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09528-z
q3 · i0 · causal · r2
Within the PF condition (n = 55), correlations between solution attempt measures (coded 0–4 canonical components; number of solutions, M = 2.95, SD = 1.25) and conceptual knowledge were non-significant: "Neither solution quality, r(55) = 0.10, p = 0.453, nor quantity, r(55) = 0.12, p = 0.374".
"Neither solution quality, r(55) = 0.10, p = 0.453, nor quantity, r(55) = 0.12, p = 0.374 were significantly correlated with conceptual knowledge acquisition"
Discussion¶
Related Claims¶
- PF students reported more awareness of knowledge gaps than example observers, but awareness of knowledge gaps did not correlate with conceptual knowledge acquisition — related
- Prior knowledge moderated the VF-process advantage over PF: the benefit of observing the process grew with prior knowledge, while prior knowledge did not affect post-test performance in the PF condition — related
- Objective feedback is neither necessary nor sufficient for the group advantage; discussion is the critical factor — related
- Number of canonical components in students' PF solutions correlates with conceptual knowledge, but the range of distinct components does not — related
- Solution quality correlates with conceptual knowledge and gap awareness only for individual problem solvers — related
- Solution quality does not mediate the effect of collaboration on conceptual knowledge in PF — related
- Solution quantity does not mediate the effect of collaboration on conceptual knowledge in PF — related
- Direct instruction's advantages do not persist over the longer term — related
- Awareness of knowledge gaps and curiosity do not mediate the effect of collaboration on conceptual knowledge in PF — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
solution-attempts-not-correlated-with-conceptual-knowledge |
title |
Neither the quantity nor the quality of PF students' own solution attempts correlated with their conceptual knowledge acquisition |
description |
Neither the quantity nor the quality of PF students' own solution attempts correlated with their conceptual knowledge acquisition |
status |
review |
evidence_strength |
weak |
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 — christian-hartmann-2021 |
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