Learning Symbolic Modeling From Incorrect Examples: Effects of Order of Instruction (Poster 14)

• In Event: AERA Poster Session One
  In Poster Session: Cognitive and Motivational Processes: Poster Session One

Abstract

This study investigates optimal instructional order for learning modeling from incorrect examples. In an experiment with 97 eighth graders, we tested whether instruction followed by problem solving (I-PS) or problem solving followed by instruction (PS-I) was more beneficial for learning to create and evaluate mathematical models of rate-based situations, and for transfer. Additionally, we investigated whether optimal instructional order depended on prior knowledge. Students in the I-PS condition performed better on model generation, regardless of prior knowledge, but no condition differences were found in model evaluation or transfer outcomes. Students in the PS-I condition reported more confusion. Confusion negatively predicted transfer and showed a trend toward negatively predicting model evaluation. Confusion did not mediate the relationship between condition and learning.

Authors

• Helena Connolly, HMH
  Presenting Author

• Catherine Chase, Stanford University
  Non-Presenting Author