Designing Novel Activities before Instruction: Use of Contrasting Cases and a Rich Dataset

Autor/inn/en	Bego, Campbell R.; Chastain, Raymond J.; DeCaro, Marci S.
Titel	Designing Novel Activities before Instruction: Use of Contrasting Cases and a Rich Dataset
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bego, Campbell R.) ORCID (DeCaro, Marci S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12555
Schlagwörter	Discovery Learning; Instructional Design; Learning Activities; Undergraduate Students; Physics; Case Method (Teaching Technique) + Suchen Sie Ihr Suchwort? Entdeckendes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernaktivität; Physik; Case method; Fallmethode
Abstract	Background: In exploratory learning, students first explore a new topic with an activity and then receive instruction. This inversion of the traditional tell-then-practice order typically benefits conceptual knowledge and transfer, but not always. Aims: The current work examines the impact of including contrasting cases in an exploration activity, which can enhance student perception of novel problem features. Samples: Undergraduate physics students (Experiment 1, N = 129; Experiment 2, N = 92) participated as part of their regular classroom instruction. Methods: Students completed an activity either before or after instruction (explore-first or instruct-first conditions). In Experiment 1, the activity included contrasting cases; in Experiment 2, the activity instead included a rich dataset. Students completed a post-test assessing procedural knowledge, conceptual knowledge and transfer. Results: In Experiment 1, students in the explore-first condition demonstrated similar procedural knowledge, higher conceptual knowledge and higher transfer than students in the instruct-first condition. In Experiment 2, there were no significant differences in learning outcomes between explore-first and instruct-first conditions. In both experiments, students in the explore-first and instruct-first conditions reported similar cognitive load and interest and enjoyment after the activity. Conclusions: Contrasting cases may be important when designing exploratory learning activities, helping to improve both conceptual understanding and transfer to new topics. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01