| dc.creator |
Loehr, Abbey Marie |
|
| dc.creator |
Fyfe, Emily R |
|
| dc.creator |
Rittle-Johnson, Bethany |
|
| dc.date |
2014-11-07T16:26:25Z |
|
| dc.date.accessioned |
2015-07-24T14:18:20Z |
|
| dc.date.available |
2015-07-24T14:18:20Z |
|
| dc.identifier |
http://docs.lib.purdue.edu/jps/vol7/iss1/5 |
|
| dc.identifier |
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1166&context=jps |
|
| dc.identifier.uri |
http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1166&context=jps |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/25679 |
|
| dc.description |
Engaging learners in exploratory problem-solving activities prior to receiving instruction (i.e., explore-instruct approach) has been endorsed as an effective learning approach. However, it remains unclear whether this approach is feasible for elementary-school children in a classroom context. In two experiments, second-graders solved mathematical equivalence problems either before or after receiving brief conceptual instruction. In Experiment 1 (n = 41), the explore-instruct approach was less effective at supporting learning than an instruct-solve approach. However, it did not include a common, but often overlooked feature of an explore-instruct approach, which is provision of a knowledge-application activity after instruction. In Experiment 2 (n = 47), we included a knowledge-application activity by having all children check their answers on previously solved problems. The explore-instruct approach led to superior learning than an instruct-solve approach. Findings suggest promise for an explore-instruct approach, provided learners have the opportunity to apply knowledge from instruction. |
|
| dc.format |
application/pdf |
|
| dc.publisher |
Purdue University |
|
| dc.source |
The Journal of Problem Solving |
|
| dc.subject |
mathematics learning |
|
| dc.subject |
problem solving |
|
| dc.subject |
exploratory learning |
|
| dc.subject |
direct instruction |
|
| dc.title |
Wait for it . . . Delaying Instruction Improves Mathematics Problem Solving: A Classroom Study |
|
| dc.type |
Article |
|