Pre-service teachers preparing with a worked example outperform inventing peers on transfer of learning-strategy assessment skills¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The worked example condition outperformed the inventing condition on transfer, with very strong Bayesian evidence and d = 1.24. → Inga Glogger-Frey 2022

Evidence¶

Inga Glogger-Frey 2022¶

Inga Glogger-Frey, Anne-Katrin Treier, Alexander Renkl. (2022). How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers. Instructional Science. https://doi.org/10.1007/s11251-022-09577-6

q3 · i3 · causal · r2

Lab experiment with 45 pre-service teachers randomly assigned to inventing (n = 22) or worked example (n = 23), followed by a five-task transfer posttest on assessing elaboration strategies in new learning-journal extracts; Table 2 reports d = 1.24 and BF+0 = 313.490 for the "worked example condition outperformed the inventing condition in transfer".

"the Bayes factor indicates very strong evidence for the hypothesis that the worked example condition outperformed the inventing condition in transfer."

Discussion¶

Related Claims¶

• Worked-example preparation leads to more application of canonical criteria during future learning, which mediates higher transfer — related
• The inventing group showed more metacognitive regulation during future learning, contrary to hypothesis, without benefiting transfer — reports the opposite
• Contrary to expectation, the worked-example group applied suboptimal criteria more often, and fewer suboptimal applications mediated inventing's transfer — related
• Preparation method produced no substantial motivational differences in interest or self-efficacy in this replication — related
• Productive Failure Improves Conceptual Learning — related
• Inventing-phase failure was unproductive: invented solutions did not correlate with transfer, but suboptimal inventions related to lower interest and learning time — related
• Invention Tasks Prepare Future Learning — related
• Metacognitive scaffolding during guided invention improved conceptual features, dataset ranking accuracy, and learning-strategy behaviors over unguided invention — related