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Investigating the Generation-First-Instruction-Later Method for its Learning and Transfer Effects – A Proposal to Study Analogical Reasoning as the Generation Task

Project Type: Practitioner Inquiry - Collaborative
Discipline: Mathematics
Duration: 08/2015 - 01/2016
Domain: Pedagogical Approaches


Abstract:


Using a 2x2 experimental design, this study investigated the effects of generative tasks that involve analogical reasoning on learning and transfer. Pedagogical sequence (i.e., generation-first or instruction-first) and type of analogical reasoning task (i.e., generating one’s own analogies or generating analogical mappings between given analogies) were the two factors manipulated. Preliminary analysis suggests that students who generated analogies themselves, prior to receiving direct instruction, performed better in learning and transfer, as compared to students who received instruction first or who generated analogical mappings between given analogies. These findings expand the understanding of how Productive Failure and related learning designs affect learning and transfer.


This project was in collaboration with the National Institute of Education (NIE).

Research Personnel:


RoleNameDepartment
InvestigatorMrs Chew Meek LinPeRL
 Investigator Miss Lim Huey Miin Mathematics 
 Investigator Mdm Ng Peck Wee  Mathematics
 Investigator Ms Zhao Xuying   Mathematics

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