Comparing effectiveness of exploratory learning activities given before instruction
Generating Multiple Strategies vs. Inventing One Strategy
Bibliographic Data
| ID | 7155771 |
|---|---|
| Authors | Lianda Velić (University of Louisville), Marci S Decaro (0000-0001-6753-0725, University of Louisville, corresponding author) |
| Year | 2025 |
| Volume | 53 |
| Issue | 6 |
| Pages | 1537-1572 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Instructional Science (JOURNAL) |
| Journal identifiers | ISSN: 0020-4277 • E-ISSN: 1573-1952 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11251-024-09701-8 |
| OpenAlex | W4406696635 |
| Language | EN |
| Citations received | 6 |
| References cited | 76 |
Educational psychology · Exploratory research · Mathematics education · Social science · Sociology · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Online and Blended Learning · Psychology
Flipping a simulation before instruction can improve students' learning, interest and perceived competence
Examining proof schemes of gifted elementary students and their mathematically successful peers
Making the productive failure in PS-I more productive
Increasing contrasting cases during exploration or practice problems given before or after instruction
Enhancing Craftsmanship
Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
The Knowledge‐Learning‐Instruction Framework
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Interest—The Curious Emotion
Rethinking the Boundaries of Cognitive Load Theory in Complex Learning
Inventing to Prepare for Future Learning
Training strategies for attaining transfer of problem-solving skill in statistics
Practicing versus inventing with contrasting cases
Anatomy of STEM teaching in North American universities
Knowing what you don't know makes failure productive
Productive Failure in Learning Math
Why Some Material Is Difficult to Learn
Situational interest and learning
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning
Designing for Productive Failure
Productive Failure
Active learning increases student performance in science, engineering, and mathematics
Bringing exploratory learning online
Enriching problem-solving followed by instruction with explanatory accounts of emotions
When Problem Solving Followed by Instruction Works
Differential benefits of explicit failure-driven and success-driven scaffolding in problem-solving prior to instruction
When failure fails to be productive
Preparatory effects of problem solving versus studying examples prior to instruction
The effect of contrasting cases during problem solving prior to and after instruction
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
Learning by Invention
Relations among conceptual knowledge, procedural knowledge, and procedural flexibility in two samples differing in prior knowledge
Cid
Increasing contrasting cases during exploration or practice problems given before or after instruction
Control and information in the intrapersonal sphere
Designing novel activities before instruction
An alternative time for telling
| Unique citing works | 6 |
|---|---|
| Citations per year | 6 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |