Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure

IF 2.6 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Instructional Science Pub Date : 2023-02-13 DOI:10.1007/s11251-023-09619-7

Charleen Brand, Christian Hartmann, Katharina Loibl, N. Rummel

引用次数: 0

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学生们是从单独失败还是集体失败中学到了更多？对合作与个人问题解决在生产性失败中的影响的见解

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来源期刊

Instructional Science Multiple-

CiteScore

4.80

自引率

4.00%

发文量

期刊介绍： Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings. The Editors will occasionally invite experts to write a review article on an important topic in the field. When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards. To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively. Please note that articles that are submitted for a special issue will follow the same review process as regular articles.