Design generation tasks around concepts whose canonical formulas students do not know but for which they possess applicable skills and knowledge¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The editorial's second theme concerns designing the generation task to activate prior knowledge. Researchers "attempted to find a novel concept that students did not know its canonical formula, but they would possess relevant skills and knowledge from other areas that they could apply to the RSM generation process." Not all generation tasks may be useful; the ones used worked because topics were chosen so students could use other knowledge and skills.

Design Implications¶

Context¶

Requirements¶

• Topics for which students possess relevant skills and knowledge from other areas applicable to RSM generation

Constraints¶

• Not all generation tasks may be useful

Target Learners¶

• students in initial learning of a new concept or in re-learning situations

Target Learning Goals¶

• activating prior knowledge about a not-yet-learned concept

Affordances¶

• Productive Failure Two Phase Design

Claims¶

• Success in developing the canonical solution is not a necessary condition for learning from generation, but failure is not claimed to be indispensable either [+W]
• Mixed-ability groups generated a broader range of RSMs than all-low and all-high ability groups, relating to better uptake of the canonical formula [+M]
• Diversity of student-generated representations and solution methods is significantly correlated with learning from PF [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• Manu Kapur, Nikol Rummel. (2012). Productive failure in learning from generation and invention activities. Instr Sci 40:645-650. https://doi.org/10.1007/s11251-012-9235-4