Goals of the network
Learning approaches with an initial problem-solving phase followed by an instruction phase (short: problem solving prior to instruction, PS-I) have received increasing empirical attention in the last decade. The results from PS-I studies suggest that these instructional designs can improve conceptual understanding and transfer. While there are first attempts of working towards a theory on the underlying learning mechanisms of PS-I, the theoretical foundation is still fragmented. The network pursues three strategies in order to work towards a coherent theory:
- Systematizing the PS-I findings
- Connecting the PS-I literature to related theories and findings
- Testing the theoretical assumptions
Information
- Coordinator: Jun.-Prof. Katharina Loibl
- Duration: 2020-2023
- Funding: DFG
Members of the network
- Prof. Dr. Katharina Loibl, University of Education Freiburg, Germany (speaker of the network)
- Antje Boomgaarden, University of Education Freiburg, Germany
- Charleen Brand, Ruhr University Bochum, Germany
- Prof. Dr. Anne Deiglmayr, Leipzig University, Germany
- Dr. Inga Frey, University of Freiburg, Germany
- Christian Hartmann, Technical University of Munich, Germany
- Dr. Sarah Hundertmark, Leibniz University Hannover, Germany
- Prof. Dr. Manu Kapur, ETH Zürich, Switzerland
- Prof. Dr. Timo Leuders, University of Education Freiburg, Germany
- Prof. Dr. Ido Roll, Technion Israeli Institute of Technology, Haifa, Israel
- Dr. Valentina Nachtigall, Ruhr University Bochum, Germany
- Prof. Dr. Nikol Rummel, Ruhr University Bochum, Germany
- Prof. Dr. Lennart Schalk, Schwyz University of Teacher Education, Goldau, Switzerland
- Tanmay Sinha, ETH Zürich, Switzerland
- Prof. Dr. Tamara van Gog, Utrecht University, The Netherlands
- Dr. Esther Ziegler, ETH Zürich, Switzerland