Student Emotions in a Productive Failure Paradigm

Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences student learning outcomes; while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes.

Name thesis:degree_name

Master of Cognitive Science (M.Cog.Sc.)

Level thesis:degree_level

Master's

Discipline thesis:degree_discipline

Cognitive Science

Grantor dc:publisher

Carleton University

Year dc:date.issued

2020

Author dc:creator

• Savelson, Zachary Monroe

Statement dc:rights

• Copyright © 2020 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.

Language dc:language.iso

en

DOI

10.22215/etd/2020-14293

OAI identifier oai:identifier

oai:carleton.scholaris.ca:20.500.14718/41434