Struggling with a challenging task before receiving instruction prepares learners to benefit from explicit connections¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Giving students opportunities to struggle with a challenging task before solutions are presented is more effective than the typical sequence in which direct instruction precedes practice. → Fries 2020

Evidence¶

Fries 2020¶

Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2020). Practicing Connections: A Framework to Guide Instructional Design for Developing Understanding in Complex Domains. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09561-x

q1 · i? · theoretical · r3

Narrative review claim across multiple research paradigms (citing Hiebert et al., Schwartz and Bransford, Capon and Kuhn, Lawson et al.): grappling with a task helps learners identify gaps and prepares them for subsequent explicit instruction. No effect sizes are printed.

"giving students opportunities to struggle in solving a challenging task before presenting them with solutions is more effective than the typical sequence in which direct instruction precedes practice"

Discussion¶

Related Claims¶

• Invention Tasks Prepare Future Learning — possibly the same claim (merge candidate)
• Productive Failure Improves Conceptual Learning — a broader claim this one bears on
• Minimal guidance is less effective for novices than explicit instruction — reports the opposite