When problem-solving followed by instruction is superior to the traditional tell-and-practice sequence.

Abstract

Instruction often starts with an explanation of a concept or principle before students are presented with problems to be solved. Recent research indicates that reversing this widely used tell-and-practice sequence (TP only the latter retained this advantage 4 weeks after learning. We discuss potential reasons and emphasize that PS-I sequences demand careful design. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

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