Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22629
Title: 
Authors: 
Subjects: 
Productive failure
Delayed instruction
Degree of freedom of generation
Level of complexity
Boundary conditions
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Huang, J. S., Lam, R., & Manu Kapur. (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. 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.
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 02/15 HJS
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

Files in This Item:
File Description SizeFormat 
OER-02-15-HJS.pdf
  Restricted Access
1.26 MBAdobe PDFView/Open
Show full item record

Page view(s)

70
checked on Sep 28, 2022

Download(s)

10
checked on Sep 28, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.