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<p>Empirical evidence suggests that composite instructional designs implementing a problem-solving phase prior to the instruction phase (PS-I) are more effective than the reverse sequence (I-PS) in promoting conceptual knowledge and transfer. This is particularly true when the instruction phase builds on typical erroneous student solutions from the problem-solving phase, which makes the nature of the instruction phase crucial. Despite claims regarding the high effectiveness of the instruction phase, there is scant literature on this topic. Few studies have explored performance gains when students work individually during the instruction phase to compare <i>erroneous examples</i>—well-crafted, typical erroneous student solutions from the problem-solving phase—with <i>worked examples</i> consisting of step-by-step descriptions of the canonical solution, to detect and explain the errors in the erroneous examples. The current study examined whether (1) scaffolding these <i>troubleshooting activities</i>, (2) requiring students to compare their solutions from the problem-solving phase with worked examples to detect and explain their errors, or (3) scaffolding the <i>self-diagnosis activities</i> in (2) would differentially enhance the efficacy of the instruction phase. Twelve 8th-grade classes (261 students) completed a pretest/intervention/immediate posttest/delayed posttest on simple electric circuits. The intervention consisted of four PS-I sessions targeting different yet-to-be-learned accepted ideas. In the instruction phase of each session, students in each class were randomly assigned to four conditions in a 2 × 2 design, keeping the problem-solving phase identical across conditions. The findings indicated that the troubleshooting activities without scaffolding led to better learning outcomes. The instructional implications and directions for future research are discussed.</p>

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Making the productive failure in PS-I more productive: the case of scaffolding the instruction phase

  • 期刊论文

  • 发表日期：

    2026年5月25日

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  • Rafi’ Safadi,
  • Ali Diab

摘要

Empirical evidence suggests that composite instructional designs implementing a problem-solving phase prior to the instruction phase (PS-I) are more effective than the reverse sequence (I-PS) in promoting conceptual knowledge and transfer. This is particularly true when the instruction phase builds on typical erroneous student solutions from the problem-solving phase, which makes the nature of the instruction phase crucial. Despite claims regarding the high effectiveness of the instruction phase, there is scant literature on this topic. Few studies have explored performance gains when students work individually during the instruction phase to compare erroneous examples—well-crafted, typical erroneous student solutions from the problem-solving phase—with worked examples consisting of step-by-step descriptions of the canonical solution, to detect and explain the errors in the erroneous examples. The current study examined whether (1) scaffolding these troubleshooting activities, (2) requiring students to compare their solutions from the problem-solving phase with worked examples to detect and explain their errors, or (3) scaffolding the self-diagnosis activities in (2) would differentially enhance the efficacy of the instruction phase. Twelve 8th-grade classes (261 students) completed a pretest/intervention/immediate posttest/delayed posttest on simple electric circuits. The intervention consisted of four PS-I sessions targeting different yet-to-be-learned accepted ideas. In the instruction phase of each session, students in each class were randomly assigned to four conditions in a 2 × 2 design, keeping the problem-solving phase identical across conditions. The findings indicated that the troubleshooting activities without scaffolding led to better learning outcomes. The instructional implications and directions for future research are discussed.