Prior Knowledge Activation in Problem Solving Prior to Instruction: How do solution diversity and goal formulation affect learning?

• Applicants: Professorin Dr. Katharina Loibl; Professorin Dr. Nikol Rummel
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: since 2021
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 494831336

Prior knowledge activation is one of three mechanisms that are assumed to explain the effectiveness of problem solving prior to instruction (PS-I) approaches, but consistent empirical support is lacking. Based on the literature, we hypothesize that the breadth of prior knowledge activation during the problem-solving phase (PS), represented by solution diversity, affects learning from subsequent instruction; and we assume that the goal formulation of the task in the PS phase impacts prior knowledge activation. Therefore, we pursue two objectives:Our first objective is to examine the impact of activating broad prior knowledge on learning in PS-I. We build upon prior studies in PS-I suggesting that learning in PS-I is related to the diversity of solutions (i.e., variety of solution attempts), which serves as an indicator for the breadth of prior knowledge activation. However, these studies revealed mixed findings and were based on correlational evidence. We aim to address these shortcomings in an experimental study using a solution-study setting that we established in prior work. In the experiment, students will be asked to study a set of preselected solutions instead of generating own solutions. This allows us to systematically vary the conceptual diversity of solutions (high vs. low diversity) in the PS phase. We expect that students in the high diversity condition will activate broader prior knowledge, leading to a better preparation for learning from instruction and, thus, better posttest performance compared to students in the low diversity condition.Our second objective is to investigate the impact of the goal formulation of the PS task on knowledge activation and learning. Research in the area of problem solving in inquiry settings has shown that the goal formulation affects students’ prior knowledge activation, problem solving, and learning. Building upon this literature, we plan a second experimental study that varies goal type (problem-solving vs. learning goal) and goal specificity (specified vs. unspecified goal) of the task students receive in the PS phase in a 2x2 design. In this study, students will generate their own solutions. We expect that learning goals will prompt sense-making strategies, leading to a broader prior knowledge activation (apparent in a higher diversity of solutions) and better learning than problem-solving goals. The latter activate goal-oriented strategies involving a narrower activation less conducive to learning. Conditions without a specified goal likely entail the activation of irrelevant knowledge, not beneficial for learning; thus, we expect higher learning outcomes in conditions with specified goals. In combination, we expect a setting with a specified learning goal to yield the prior knowledge activation best for learning in PS-I.In summary, this project aims to contribute to an understanding of how prior knowledge activation affects learning in problem solving prior to instruction (PS-I) approaches.

• DFG Programme: Research Grants