Exploration Before Instruction Improves Transfer in Undergraduate Physics

• In Event: 53.031 - Strategies for Promoting Active Learning

Abstract

Undergraduates in two studies were randomly-assigned to solve problems prior to hearing a lecture (explore-first condition), or to follow the traditional sequence of hearing a lecture before attempting problems (instruct-first condition). The only factor that differed between groups was the order of the instruction they received. We found superior performance for the explore-first condition on posttest questions that assessed the ability to adapt procedures using concepts not directly taught during instruction. We argue that exploration encouraged students to transfer the learned skill of applying a specific procedure to broaden their understanding to a more general principle: recognition of conceptual similarity between electric potential and electric potential energy. Further, we found motivational and perceived learning benefits for the explore-first group.

Authors

• Joanna Perry Weaver, University at Albany - SUNY

• Marci S. DeCaro, Vanderbilt University

• Raymond Chastain, University of Louisville

• Daniel DeCaro, University of Louisville