Poster #32 - Exploring Potential Moderators on Problem-Solving Performance and Conceptual Learning in Productive Failure

• In Event: 81.034 - MTCC Poster Session 20
  In Poster Session: 81.034-6 - Influencing Technology Practice

Abstract

Productive failure refers to an instructional strategy that tasks students with attempting to solve a complex and/or ill-structured problem prior to instruction. It is comprised of two phases, exploration (i.e., an opportunity to generate multiple solutions to a problem) and consolidation (i.e., an experience where learners refine/correct their generated knowledge). This study investigated two learning characteristics (i.e., cognitive flexibility and need for cognition) as potential moderators to conceptual learning and problem-solving performance in an undergraduate chemistry course. Forty-eight students participated in the randomized two-group (i.e., direct instruction with practice vs. productive failure) study. We addressed seven hypotheses (three primary and four exploratory) including the potential moderators’ impact and learner’s satisfaction. The results and implications of these hypotheses are discussed.

Authors

• T. Logan Arrington, University of West Georgia

• Aubteen A. Darabi, Florida State University