{"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/"}]}