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 Foundations
- Achievement
- Cognition
= Cognitive Conflict
- Learning Theory
= Transfer
- Problem Solving
= Processes
- High School
- Reference Material
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© 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
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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 July 28, 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 28 July 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. 28 July 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


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Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. :

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