home - login - register

Journal Article Detail Page

written by Daniel L. Schwartz
Being told procedures and concepts before problem solving can inadvertently undermine the learning of deep structures in physics. If students do not learn the underlying structure of physical phenomena, they will exhibit poor transfer. Two studies on teaching physics to adolescents compared the effects of "telling" students before and after problem solving. In Experiment 1 (N = 128), students in a tell-and-practice condition were told the relevant concepts and formulas (e.g., density) before practicing on a set of contrasting cases for each lesson. Students in an invent-with-contrasting-cases (ICC) condition had to invent formulas using the same cases and were told only afterward. Both groups exhibited equal proficiency at using the formulas on word problems. However, ICC students better learned the ratio structure of the physical phenomena and transferred more frequently to semantically unrelated topics that also had a ratio structure (e.g., spring constant). Experiment 2 (N = 120) clarified the sources of the effects while showing that ICC benefited both low- and high-achieving students.
Journal of Educational Psychology: Volume 103, Issue 4, Pages 759-775
Subjects Levels Resource Types
Education - Basic Research
- Achievement
- Cognition
= Cognitive Conflict
- Learning Theory
= Transfer
- Problem Solving
= Processes
- High School
- Reference Material
= Article
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Educators
- Administrators
  • Currently 0.0/5

Want to rate this material?
Login here!


Formats:
application/pdf
non-digital
Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2011 journal
DOI:
10.1037/a0025140
Keywords:
discovery learning, inquiry, invention activities, preparation for future learning
Record Creator:
Metadata instance created October 28, 2011 by Sam McKagan
Record Updated:
April 30, 2012 by Lyle Barbato
Last Update
when Cataloged:
November 1, 2011
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
D. Schwartz, J. Educ. Psychol. 103 (4), 759 (2011), WWW Document, (http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001).
AJP/PRST-PER
D. Schwartz, Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. , J. Educ. Psychol. 103 (4), 759 (2011), <http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001>.
APA Format
Schwartz, D. (2011, November 1). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. . J. Educ. Psychol., 103(4), 759-775. Retrieved September 30, 2014, from http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001
Chicago Format
Schwartz, Daniel L.. "Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. ." J. Educ. Psychol. 103, no. 4, (November 1, 2011): 759-775, http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001 (accessed 30 September 2014).
MLA Format
Schwartz, Daniel L.. "Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. ." J. Educ. Psychol. 103.4 (2011): 759-775. 30 Sep. 2014 <http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001>.
BibTeX Export Format
@article{ Author = "Daniel L. Schwartz", Title = {Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. }, Journal = {J. Educ. Psychol.}, Volume = {103}, Number = {4}, Pages = {759-775}, Month = {November}, Year = {2011} }
Refer Export Format

%A Daniel L. Schwartz
%T Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
%J J. Educ. Psychol.
%V 103
%N 4
%D November 1, 2011
%P 759-775
%U http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Schwartz, Daniel L.
%D November 1, 2011
%T Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer.
%J J. Educ. Psychol.
%V 103
%N 4
%P 759-775
%8 November 1, 2011
%U http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=2011-18448-001


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials