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{
    "pk": 28879,
    "title": "Impact of Explicit Failure and Success-driven Preparatory Activities on Learning",
    "subtitle": null,
    "abstract": "Unscaffolded problem-solving before receiving instruction cangive students opportunities to entertain their exploratory hy-potheses at the expense of experiencing initial failures. Priorliterature has argued for the efficacy of such Productive Fail-ure (PF) activities in preparing students to “see” like an expert.Despite growing understanding of the socio-cognitive mecha-nisms that affect learning from PF, the necessity of success orfailure in initial problem-solving attempts is still unclear. Con-sequently, we do not know yet whether some ways of succeed-ing or failing are more efficacious than others. Here, we reportempirical evidence from a recently concluded classroom PF in-tervention (N=221), where we designed scaffolds to explicitlypush student problem-solving towards success via structuring,but also radically, towards failure via problematizing. Our ra-tionale for explicit failure scaffolding was rooted in facilitatingproblem-space exploration. We subsequently compared thedifferential preparatory effects of success-driven and failure-driven problem-solving on learning from subsequent instruc-tion. Results suggested explicit failure scaffolding during ini-tial problem-solving to have a higher impact on conceptual un-derstanding, compared to explicit success scaffolding. Thistrend was more salient for the task topic with greater difficulty.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "Classroom Study; Productive Failure; Scaffolding"
        }
    ],
    "section": "Papers with Poster Presentations",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/4t91d604",
    "frozenauthors": [
        {
            "first_name": "Tanmay",
            "middle_name": "",
            "last_name": "Sinha",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Manu",
            "middle_name": "",
            "last_name": "Kapur",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Robert",
            "middle_name": "",
            "last_name": "West",
            "name_suffix": "",
            "institution": "EPFL Lausanne",
            "department": ""
        },
        {
            "first_name": "Michele",
            "middle_name": "",
            "last_name": "Catasta",
            "name_suffix": "",
            "institution": "Stanford University",
            "department": ""
        },
        {
            "first_name": "Matthias",
            "middle_name": "",
            "last_name": "Hauswirth",
            "name_suffix": "",
            "institution": "University of Lugano",
            "department": ""
        },
        {
            "first_name": "Dragan",
            "middle_name": "",
            "last_name": "Trninic",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2019-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28879/galley/18750/download/"
        }
    ]
}