Does group composition affect learning by invention?

By Michael Wiedmann, Ryan C. Leach, Nikol Rummel, Jennifer Wiley. 2012

76 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c89c97b807f49ed01301169235bf4c75007eb3cc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Katharina Loibl
2. Ido Roll
3. Nikol Rummel
4. Tamara van Gog

In Education

1. Katharina Loibl
2. Ido Roll
3. Nikol Rummel

In Experimental and Cognitive Psychology

1. Katharina Loibl
2. Ido Roll
3. Nikol Rummel

Citations in the corpus

• Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “2015; Loibl and Rummel 2014a), the support for the deep feature mechanism is more indirect (number of deep features addressed in the invented solutions, Loibl and Rummel 2014b; Roll et al. 2012; Wiedmann et al. 2012; number of deep features noticed in a post-test assessment, Roll et al. 2011).”