Thesis abstract:

There is debate whether Exploratory Learning methods (where students learn new concepts or try to solve problems by self-directed exploration) are as effective as traditional Direct Instruction teaching methods. Even though students might appear more engaged during exploratory learning, it is argued that student exploration may be inferior because it is unlikely that novices exploring will lead to something worthwhile. However, research has shown that “Productive Failure (PF)” learning, wherein exploration occurs before direct instruction, may lead to the best learning outcomes. However, there remain important open questions. First, the evidence for the productive failure comes from high school and university students. It is unclear if younger learners can productively learn from a failed exploration. Second, and relatedly, there is little direct evidence for the cognitive processes underlying successful learning from productive failure. To answer these open questions, the proposed research will examine developing cognition and neuroimaging - which will identify the cognitive processes most conducive for learning from exploration before receiving direct instruction. Study One will examine the difference between and effectiveness of productive failure and traditional direct-instruction first sequences for children (7-12 years) learning about evolution via natural selection. Study Two will use fNIRS with adults engaging in learning complex science concepts through either productive failure or traditional direct-instruction first sequences. The neuroimaging allows for insights into underlying cognitive processes that behaviour alone could not. Findings will have implications for theories of learning and educational practice.