Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer
Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4): 759-775. doi:10.1037/a0025140.
ABSTRACT:
Being told procedures and concepts before problem solving can inadvertently undermine the learning of
deep structures in physics. If students do not learn the underlying structure of physical phenomena, they