Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

10.3791/62138 ◽  
2021 ◽  
Author(s):  
Eduardo González-Cabañes ◽  
Trinidad García ◽  
José Carlos Núñez ◽  
Celestino Rodríguez
Keyword(s):  
Problem Solving ◽  
Ps I

scholarly journals When Problem Solving Followed by Instruction Works: Evidence for Productive Failure

2021 ◽  
pp. 003465432110191
Author(s):  
Tanmay Sinha ◽  
Manu Kapur
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Productive Failure ◽  
Ps I ◽  
Initial Learning ◽  
Younger Age ◽  
Quasi Experimental ◽  
General Skills ◽  
Passionate Debate

When learning a new concept, should students engage in problem solving followed by instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a passionate debate about the design of initial learning, we report evidence from a meta-analysis of 53 studies with 166 comparisons that compared PS-I with I-PS design. Our results showed a significant, moderate effect in favor of PS-I (Hedge’s g 0.36 [95% confidence interval 0.20; 0.51]). The effects were even stronger (Hedge’s g ranging between 0.37 and 0.58) when PS-I was implemented with high fidelity to the principles of Productive Failure (PF), a subset variant of PS-I design. Students’ grade level, intervention time span, and its (quasi-)experimental nature contributed to the efficacy of PS-I over I-PS designs. Contrasting trends were, however, observed for younger age learners (second to fifth graders) and for the learning of domain-general skills, for which effect sizes favored I-PS. Overall, an estimation of true effect sizes after accounting for publication bias suggested a strong effect size favoring PS-I (Hedge’s g 0.87).

scholarly journals From problem-solving to sensemaking: A comparative meta-analysis of preparatory approaches for future learning

2021 ◽  
Author(s):  
Tanmay Sinha ◽  
Manu Kapur
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Bayesian Analyses ◽  
Ps I ◽  
Significant Difference ◽  
Small Effect Size ◽  
Moderate Effect ◽  
The Difference ◽  
Future Learning

Against the backdrop of a growing body of research showing the effectiveness of problem-solving activities followed by instruction (PS-I), we report a meta-analysis of the effectiveness of three broad categories of preparatory activities on future learning from instruction: (a) problem-solving followed by instruction (PS-I), (b) scaffolded problem-solving followed by instruction (+PS-I), or (c) an alternative sensemaking activity followed by instruction (!PS-I)? We examined 118 experimental comparisons spanning 33 articles that compared PS-I with +PS-I and !PS-I designs. Although scaffolding was descriptively associated with a small effect size, there was no significant difference relative to PS-I (Hedge’s g -0.08 [95% CI -0.20, 0.04]). Additionally, PS-I exhibited a non-significant moderate effect (Hedge’s g 0.22 [95% CI -0.06, 0.51]) compared to !PS-I. Bayesian analyses strongly favored the null hypothesis for the comparison of PS-I with +PS-I (suggesting a 99% probability of the difference in effect between these designs being less than 0.2), while it suggested a 40.37% probability of at least a moderate effect favoring PS-I relative to !PS-I. Further, the estimation of true effect sizes after accounting for the publication bias suggested moderate effect sizes in favor of PS-I, when considering both comparison conditions +PS-I (Hedge’s g 0.55) and !PS-I (Hedge’s g 0.64).

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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