Recently, there has been a growing interest in learning approaches that combine two
phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often …

Testing students on information that they do not know might seem like a fruitless endeavor.
After all, why give anyone a test that they are guaranteed to fail because they have not yet …

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 …

This study demonstrates an existence proof for productive failure: engaging students in
solving complex, ill-structured problems without the provision of support structures can be a …

Learning and performance are not always commensurable. Conditions that maximize
performance in the initial learning may not maximize learning in the longer term. I exploit this …

In the traditional framework of cognitive load theory, it is assumed that the acquisition of
domain-specific knowledge structures (or schemas) is the only instructional goal, and …

Uncertainty is a key variable in fostering curiosity, which, in turn, is associated with learning.
Yet, research in educational contexts rarely takes uncertainty into account, and rarely …

Both cognitive and educational psychology literature strive to investigate human category
and concept learning. However, both literatures focus on different phenomena and often use …

The concept of productive failure posits that a problem-solving phase prior to explicit
instruction is more effective than explicit instruction followed by problem-solving. This …

The paper reports on an empirical study adopting a mixed research method, aiming at
improving primary students' collaborative problem solving competency in project-based …