Observing the complete problem-solving-and-failing process (VF-process) was more effective for conceptual knowledge acquisition than generating one's own failed solutions (PF) prior to instruction¶
Claim · All claims
Evidence · 1 study · causalr2·q3
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 i? Students who observed another student's complete problem-solving-and-failing process scored higher on the conceptual knowledge post-test than students who generated their own solution attempts. → 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 · i? · causal · r2
Randomized experiment with N = 173 secondary students assigned to PF, VF-process, or VF-outcome; the ANCOVA contrast on conceptual knowledge post-test scores, controlling for mathematical ability and prior knowledge, showed VF-process "was actually more effective for conceptual knowledge acquisition than PF" (F(1, 166) = 6.91, p = 0.009).
"was actually more effective for conceptual knowledge acquisition than PF, F(1, 166) = 6.91, p = 0.009, ηp 2 = 0.04"
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
- Students who generated their own solutions or observed the full process did not significantly outperform students who only viewed the outcomes of failed solution attempts on conceptual knowledge — reports the opposite
- Productive Failure Improves Conceptual Learning — a broader claim this one bears on
- PF students did not outperform DI students when learning social science research methods in two quasi-experimental studies with 10th graders, failing to replicate the STEM-domain PF effect — related
- Vicarious failure with high solution diversity is as effective as engaging in Productive Failure oneself for conceptual knowledge acquisition — related
- Students observing high-diversity vicarious failure (VF-high) significantly outperform students in VF-low and DI conditions on conceptual knowledge — related
- Collaborative and individual problem solving in traditional PF do not differ in conceptual knowledge after instruction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vf-process-outperforms-pf-conceptual-knowledge |
title |
Observing the complete problem-solving-and-failing process (VF-process) was more effective for conceptual knowledge acquisition than generating one's own failed solutions (PF) prior to instruction |
description |
Observing the complete problem-solving-and-failing process (VF-process) was more effective for conceptual knowledge acquisition than generating one's own failed solutions (PF) prior to instruction |
status |
review |
evidence_strength |
moderate |
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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