Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction

By Daniel L. Schwartz, Taylor Martin. 2004

794 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/69992ed13262e99e28f22d9b0060e8d5ffd18648

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In Education

In Statistics and Probability

Citations in the corpus

Comparing Learning From Productive Failure and Vicarious Failure (2014, result): “…students who generate RSMs may be better prepared to learn from the consolidation and knowledge assembly phase because they can better discern the affordances and constraints of their RSMs when compared and contrasted with the canonical RSMs (Schwartz & Bransford, 1998; Schwartz & Martin, 2004).”
Learning from productive failure (2015, background): “Several programmes of research collectively point to the efficacy of designing for difficulty, uncertainty, and struggle in the initial learning (e.g., English, 2013; Schmidt & Bjork, 1992; Schwartz & Martin, 2004).”
The Process of Probability Problem Solving: Use of External Visual Representations (2010, background): “Several previous studies have examined the effects of asking problem solvers to generate their own diagrams (e.g., Diezmann, 1995; Lehrer, Schauble, Carpenter, & Penner, 2000; Schwartz & Martin, 2004; Stylianou, 2002) while engaged in problem solving, usually finding a facilitative effect.”
Ideas and Identities: Supporting Equity in Cooperative Mathematics Learning (2009, background): “…in science education have argued that the key benefit of cooperative learning may be that it lays the groundwork for future learning from lectures, worked examples, and other forms of more didactic instruction (Howe, McWilliam, & Cross, 2005; Howe, Tolmie, & Rodgers, 1992; Schwartz & Martin, 2004).”
Examining Productive Failure, Productive Success, Unproductive Failure, and Unproductive Success in Learning (2016, background): “Research on productive failure (Kapur, 2008, 2010, 2014) and preparation for future learning (Schwartz & Bransford, 1998; Schwartz & Martin, 2004) also represent teaching methods that are more effective than direct instruction.”
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts (2005, background): “It may seem inefficient to have children waste time developing inappropriate structures and interpretations—why not just tell or show them the correct procedure to start with? One answer is that giving the solution before children have actively engaged in the quantitative challenge prevents the chil”
Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research (2006, background): “…seeking additional learning resources, and having opportunities to obtain feedback), the preparation for future learning approach demonstrates how the usefulness of prior knowledge may not be apparent until people have been given the opportunity to learn new information (Schwartz & Martin, 2004).”
Is Direct Instruction an Answer to the Right Question? (2007, background): “Schwartz and Bransford and colleagues (Schwartz & Bransford, 1998; Schwartz & Martin, 2004 ) have for some time had it right in claiming that there is a place for both direct instruction and student-directed inquiry.”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “Impressive learning gains have been reported in a number of students that use such ‘‘invention’’ procedures (Kapur 2008, 2009; Schwartz and Martin 2004; Schwartz et al. 2011).”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, positive): “…for future learning has shown similar results for students showing benefits from an initial learning activity when learning new material , whether it was a lecture or a worked - out example ( Schwartz & Bransford , 1998 ; Schwartz , Bransford , & Sears , 2005 ; Schwartz & Martin , 2004 ) .”
Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “New approaches to fostering and assessing transfer such as PFL (Schwartz, Bransford, & Sears, 2005) show promise in the context of science and mathematics learning at the secondary level (Dede, 2009; Schwartz & Martin, 2004).”
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, methodology): “Contrasting cases consist of small sets of data, examples, or strategies presented side-by-side (e.g., Schwartz and Martin 2004; Schwartz and Bransford 1998).”
Social-Psychological Interventions in Education (2011, background): “These strategies can induce deep processing and prepare students to transfer the content to new settings (Chase, Chin, Oppezzo, & Schwartz, 2009; Schwartz & Martin, 2004).”
Sameness and Difference in Transfer (2006, background): “was certainly the case in Schwartz and Martin's (2004) study, in which learners in one condition became better than learners in the other condition at discerning the”
Designing for Productive Failure (2012, methodology): “…that PF could be a pedagogically tractable design in classrooms across a spectrum of schools with different mathematical ability levels, a finding that is consistent with a growing body of classroom-based research programs (e.g., diSessa et al., 1991; Lesh & Doerr, 2003; Schwartz & Martin, 2004).”
Productive Failure (2006, positive): “Instead, PF lets students apply their current understandings and thus differentiate the required knowledge (e.g., Kapur & Bielaczyc, 2012; Schwartz & Bransford, 1998; Schwartz & Martin, 2004; Holmes et al., 2014).”