Exploring why we learn from productive failure: insights from the cognitive and learning sciences

This study compared the effectiveness of productive failure with indirect failure to further characterize the underpinni ng cognitive mechanisms of productive failure. Year one pharmacy students (N = 42) were randomly assigned to a productive failure or an indirect failure learning condition. The problem of estimating renal function based on serum creatinine was described to participants in the productive failure learning condition, who were then asked to generate a solution. Participants in the indirect failure condition learned about the same problem and were given incorrect solutions that other students had created, as well as the Cockcroft–Gault formula, and asked to compare and contrast the equations. Immediately thereafter all participants completed a series of tests designed to assess acquisition, application, and preparation for future learning (PFL). The tests were repeated after a 1-week delay. Participants in the productive failure condition outperformed those in the indirect failure condi tion, both on the immediate PFL assessment, and after a 1-week delay. These results emphasize the crucial role of generation in learning. When preparing novice students to learn new knowledge in the future, generating solutions to problems prior to instruction may be more effective than simply learn ing about someone else’s mistakes. Struggle and failure are most productive when experienced personally by a learner because it requires the learner to engage in generation, w...
Source: Advances in Health Sciences Education - Category: Universities & Medical Training Source Type: research