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Investigating the generation-first-instruction-later method for its effects on learning and transfer: A proposal to study analogical reasoning as the generation task
Citation
Huang, J. S., Lam, R., & Kapur, M. (2020). Investigating the generation-first-instruction-later method for its effects on learning and transfer: A proposal to study analogical reasoning as the generation task (Report No. OER 02/15 HJS). National Institute of Education (Singapore), Office of Education Research.
Abstract
Productive Failure1,2 studies have shown that working on generative and complex activities prepares students for learning from subsequent instruction (i.e., delayed instruction). Under a delayed instruction setting, this study investigated the degree of freedom of generation and the level of task complexity as two key attributes of a preparatory task. The purpose was to make preliminary exploration on whether there is a boundary at which the benefit of a more generative task over a less generative task, such as compare and contrast, may disappear when the task complexity reduces.
Date Issued
2020
Publisher
Office of Education Research, National Institute of Education, Singapore
Description
Note: Restricted to NIE Staff.
Project
OER 02/15 HJS
Grant ID
Education Research Funding Programme (ERFP)
Funding Agency
Ministry of Education, Singapore