Designing for Productive Failure
Designing for Productive Failure
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DOI：
10.1080/10508406.2011.591717
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发表时间：
2012-01-01
影响因子：
3.8
通讯作者：
Bielaczyc, Katerine
中科院分区：
文献类型：
--
作者：
Kapur, Manu;Bielaczyc, Katerine
在这篇文章中，我们描述了支撑生产失败的设计原则(PF；M.Kapur，2008)。然后，我们报告了一项正在进行的关于数学问题解决能力的研究项目的发现，该项目在3所新加坡公立学校进行，这些学校的数学能力特征差异显著，从一般能力到较低能力不等。在第一项研究中，来自原班的七年级数学学生经历了两种情况中的一种：(A)PF，即学生在没有任何教学支持或支架的情况下以平均速度协作解决复杂问题，直到教师主导的巩固；或(B)直接指导(DI)，在这种情况下，教师提供强有力的教学支持、支架和反馈。研究结果表明，尽管PF学生产生了解决复杂问题的各种联系表征和方法，但他们最终在解决问题的努力上并不成功。然而，尽管他们在解决问题的努力上似乎失败了，但在后测中，PF学生在结构良好和复杂的问题上明显优于DI学生。他们还表现出了更大的表征灵活性，解决了涉及图形表征的平均速度问题，这是一种在教学中不针对的表征。第二和第三项研究是在数学能力明显较低的学校进行的，在很大程度上复制了第一项研究的结果。文章还讨论了PF的发现及其对理论、学习设计和未来研究的启示。
In this article, we describe the design principles undergirding productive failure (PF; M. Kapur, 2008). We then report findings from an ongoing program of research on PF in mathematical problem solving in 3 Singapore public schools with significantly different mathematical ability profiles, ranging from average to lower ability. In the 1st study, 7th-grade mathematics students from intact classes experienced 1 of 2 conditions: (a) PF, in which students collaboratively solved complex problems on average speed without any instructional support or scaffolds up until a teacher-led consolidation; or (b) direct instruction (DI), in which the teacher provided strong instructional support, scaffolding, and feedback. Findings suggested that although PF students generated a diversity of linked representations and methods for solving the complex problems, they were ultimately unsuccessful in their problem-solving efforts. Yet despite seemingly failing in their problem-solving efforts, PF students significantly outperformed DI students on the well-structured and complex problems on the posttest. They also demonstrated greater representation flexibility in solving average speed problems involving graphical representations, a representation that was not targeted during instruction. The 2nd and 3rd studies, conducted in schools with students of significantly lower mathematical ability, largely replicated the findings of the 1st study. Findings and implications of PF for theory, design of learning, and future research are discussed.