When implementing PS-I, include contrasting cases or build the instruction phase on student solutions¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on its synthesis, the review supports implementing PS-I with one of two specific design features: contrasting cases, or instruction that builds on the solutions students produced during the problem-solving phase. The article's conclusion — that "PS-I fosters learning only if specific design features (namely contrasting cases or building instruction on student solutions) are implemented" — makes these features the actionable design levers for practitioners adopting PS-I. Approaches lacking these features are not supported as effective by the review.

Design Implications¶

Context¶

Requirements¶

• The instruction phase must incorporate contrasting cases or be built on student solutions for PS-I to foster learning

Constraints¶

• The review finds PS-I without these specific design features does not reliably foster learning

Target Learners¶

• students in mathematics and statistics classrooms implementing PS-I

Target Learning Goals¶

• learning from subsequent instruction after a problem-solving phase

Claims¶

• PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented [+W]

Related Strategies¶

• Comparing Contrasting Cases
• Productive Failure
• Productive Struggle

Examples¶

-

Key Sources¶

• Loibl, K., Roll, I. & Rummel, N. (2017). Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning. Educational Psychology Review, 29, 693–715. https://doi.org/10.1007/s10648-016-9379-x