Should problem solving precede explicit instruction when element interactivity is high?

The concept of Productive Failure posits that a problem-solving phase prior to explicit instruction is more effective than explicit instruction followed by problem solving. However, Cognitive Load Theory makes the opposite prediction that explicit instruction followed by problem solving is more effective than a problem-solving phase prior to explicit instruction when element interactivity is relatively high. The literature for both Cognitive Load Theory and Productive Failure are reviewed and the concept of element interactivity is defined and described. The competing predictions of Productive Failure and Cognitive Load Theory are tested via a series of five, fully randomised, controlled experiments conducted with learners in Years 5 and 6 (approximately 10-12 years of age) of an independent Australian school learning the physics concept of energy efficiency. The first three experiments did not provide strong evidence for the superiority of either order due to a series of factors unrelated to the hypotheses. Following refinement, including the introduction of a novel experimental procedure designed to eliminate a key confound, Experiments 4 and 5 provide strong evidence that explicit instruction prior to problem solving is the superior sequence in this context. In Experiment 4, where element interactivity was high (N = 71), explicit instruction followed by problem solving was found to be superior to the reverse order for performance on problems similar to those used during instruction as well as transfer problems. In Experiment 5 (N = 64), where element interactivity was reduced compared to Experiment 4 but still relatively high, explicit instruction followed by problem solving was found to be superior to the reverse order for similar problems, with no difference on transfer problems. The contradictory predictions and results of a productive failure approach and cognitive load theory are discussed using the concept of element interactivity. Specifically, for learning where element interactivity is high, explicit instruction should precede problem solving.

Grantor dc:publisher

UNSW, Sydney

Year dc:date

2022

Author dc:creator

• Ashman, Greg

• Cognitive load theory
• Productive failure
• Expertise reversal effect
• Element interactivity
• anzsrc-for: 520102 Educational psychology

Statement dc:rights

• open access
• CC BY 4.0
• free_to_read

Licence

• https://purl.org/coar/access_right/c_abf2
• https://creativecommons.org/licenses/by/4.0/

Language dc:language

en

Identifier

https://doi.org/10.26190/unsworks/24152

OAI identifier oai:identifier

oai:unsworks.library.unsw.edu.au:1959.4/100445