Working on understanding-activities reduced errors in subsequent perception-activities, with no evidence for the reverse direction¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A second prior experiment on fractions learning found that working on understanding-activities reduced the number of errors students made while working on subsequent perception-activities, but found no evidence that perception-activities enhance learning from subsequent understanding-activities. → Martina A. Rau & Sally P. W. Wu 2018

Evidence¶

Martina A. Rau & Sally P. W. Wu 2018¶

Martina A. Rau & Sally P. W. Wu (2018). Combining Instructional Activities for Sense-Making Processes and Perceptual-Induction Processes Involved in Connection-Making Among Multiple Visual Representations. Cognition and Instruction, 36:4, 361-395. https://doi.org/10.1080/07370008.2018.1494179

q2 · i? · causal · r?

The article reports: "working on understanding-activities reduced the number of errors students made while working on subsequent perception-activities." No effect size is printed.

"The results showed that working on understanding-activities reduced the number of errors students made while working on subsequent perception-activities."

Discussion¶

Learner Variables¶

• Proportional Reasoning — outcome: instruction changes it

Related Claims¶

• In a prior fractions experiment, only the understanding-perception condition outperformed the control condition — related
• Productive Failure Improves Conceptual Learning — related
• The worked example effect is explained by reduced element interactivity relative to problem solving, and reverses with expertise — related