This article describes teacher competencies for implementing collaborative learning in the
classroom. Research has shown that the effectiveness of collaborative learning largely …

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 …

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 …

The paper reports a quasi-experimental study comparing the “traditional flipped classroom”
pedagogical design with the “productive failure”(Kapur, 2016) pedagogical design in the …

To progress from intuitive ideas to deep conceptual understanding, students need to
become aware of gaps in their ideas. Attempting to solve problems prior to instruction may …

The worked example effect indicates that examples providing full guidance on how to solve
a problem result in better test performance than a problem-solving condition with no …

Errors are inevitable in most learning contexts, but under the right conditions, they can be
beneficial for learning. Prior research indicates that generating and learning from errors can …

Solving an open problem as proposed by inventing and productive failure approaches has
been shown to prepare learners effectively for subsequent direct instruction. Inventing can …

Errors bear the potential to improve knowledge acquisition, provided that learners are able
to deal with them in an adaptive and reflexive manner. However, learners experience a host …

I advance a theoretically and empirically-grounded case for designing for and learning from
failure, and instantiate it in a learning design called Productive Failure (PF). I describe the …