Editor selections by Topic and Unit

The Physics Front is a free service provided by the AAPT in partnership with the NSF/NSDL.

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.

Editor's Note: See Related Materials for a link to a cost-free pdf version of this resource.
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
= Article
Appropriate Courses Categories Ratings
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Assessment
- New teachers
  • Currently 0.0/5

Want to rate this material?
Login here!


Intended Users:
Educator
Researcher
Administrator
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 December 22, 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 22 December 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. 22 Dec. 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 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.

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

Is Version Of Practicing versus inventing with contrasting cases

This is a cost-free pdf version made available to the public by Stanford University School of Education.

relation by Caroline Hall

Know of another related resource? Login to relate this resource to it.
Save to my folders

Contribute

Related Materials