Increasing contrasting cases during exploration or practice problems given before or after instruction
Bibliographic Data
| ID | 7155773 |
|---|---|
| Authors | Marci S Decaro (0000-0001-6753-0725, University of Louisville, corresponding author), Campbell R Bego (0000-0002-8125-3178, University of Louisville), Lianda Velić (University of Louisville), Phillip M Newman (0000-0003-3074-5663, Vanderbilt University) |
| Year | 2025 |
| Volume | 53 |
| Issue | 1 |
| Pages | 121-150 |
| Publication date | 2025-02-01 |
| 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/s11251-024-09696-2 |
| OpenAlex | W4405892458 |
| Language | EN |
| Citations received | 3 |
| References cited | 58 |
Cognition · Cognitive psychology · Disengagement theory · Educational psychology · Exploratory research · Mathematics education · Metacognition · Salience (neuroscience) · Innovations in Educational Methods · Psychology · Social Psychology · Statistics Education and Methodologies · Visual and Cognitive Learning Processes
The Knowledge‐Learning‐Instruction Framework
Development of an instrument for measuring different types of cognitive load
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Rethinking the Boundaries of Cognitive Load Theory in Complex Learning
Inventing to Prepare for Future Learning
The Expertise Reversal Effect
Training strategies for attaining transfer of problem-solving skill in statistics
Practicing versus inventing with contrasting cases
Knowing what you don't know makes failure productive
Productive Failure in Learning Math
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning
Designing for Productive Failure
Productive Failure
Why Minimal Guidance During Instruction Does Not Work
Active learning increases student performance in science, engineering, and mathematics
Statistical power analyses using G*Power 3.1
Cognitive Architecture and Instructional Design
The Four-Phase Model of Interest Development
Bringing exploratory learning online
When failure fails to be productive
The effect of contrasting cases during problem solving prior to and after instruction
Learning by Invention
Cid
Comparing effectiveness of exploratory learning activities given before instruction
Designing novel activities before instruction
An alternative time for telling
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |