Prior math achievement and inventive production predict learning from productive failure.

A frequent concern about constructivist instruction is that it works well, mainly for students with higher domain knowledge. We present findings from a set of two quasi-experimental pretest-intervention-posttest studies investigating the relationship between prior math achievement and learning in the context of a specific type of constructivist instruction, Productive Failure. Students from two Singapore public schools with significantly different prior math achievement profiles were asked to design solutions to complex problems prior to receiving instruction on the targeted concepts. Process results revealed that students who were significantly dissimilar in prior math achievement seemed to be strikingly similar in terms of their inventive production, that is, the variety of solutions they were able to design. Interestingly, it was inventive production that had a stronger association with learning from PF than pre-existing differences in math achievement. These findings, consistent across both topics, demonstrate the value of engaging students in opportunities for inventive production while learning math, regardless of prior math achievement.

Promoting learning transfer in science through a complexity approach and computational modeling.

This article concerns the synergy between science learning, understanding complexity, and computational thinking (CT), and their impact on near and far learning transfer. The potential relationship between computer-based model construction and knowledge transfer has yet to be explored. We studied middle school students who modeled systemic phenomena using the Much.Matter.in.Motion (MMM) platform. A distinct innovation of this work is the complexity-based visual epistemic structure underpinning the Much.Matter.in.Motion (MMM) platform, which guided students' modeling of complex systems. This epistemic structure suggests that a complex system can be described and modeled by defining entities and assigning them (1) properties, (2) actions, and (3) interactions with each other and with their environment. In this study, we investigated students' conceptual understanding of science, systems understanding, and CT. We also explored whether the complexity-based structure is transferable across different domains. The study employs a quasi-experimental, pretest-intervention-posttest-control comparison-group design, with 26 seventh-grade students in an experimental group, and 24 in a comparison group. Findings reveal that students who constructed computational models significantly improved their science conceptual knowledge, systems understanding, and CT. They also showed relatively high degrees of transfer-both near and far-with a medium effect size for the far transfer of learning. For the far-transfer items, their explanations included entities' properties and interactions at the micro level. Finally, we found that learning CT and learning how to think complexly contribute independently to learning transfer, and that conceptual understanding in science impacts transfer only through the micro-level behaviors of entities in the system. A central theoretical contribution of this work is to offer a method for promoting far transfer. This method suggests using visual epistemic scaffolds of the general thinking processes we would like to support, as shown in the complexity-based structure on the MMM interface, and incorporating these visual structures into the core problem-solving activities. Supplementary Information: The online version contains supplementary material available at 10.1007/s11251-023-09624-w.

Protective practices and respiratory illness among US travelers to the 2009 Hajj.

BACKGROUND: All mass gatherings can place travelers at risk for infectious diseases, but the size and density of the annual Hajj pilgrimage to the Kingdom of Saudi Arabia (KSA) present important public health and infection control challenges. This survey of protective practices and respiratory illness among US travelers to the 2009 Hajj was designed to evaluate whether recommended behavioral interventions (hand hygiene, wearing a face mask, cough etiquette, social distancing, and contact avoidance) were effective at mitigating illness among travelers during the 2009 Hajj. METHODS: US residents from Minnesota and Michigan completed anonymous surveys prior to and following travel to the 2009 Hajj. Surveys assessed demographics, knowledge, attitudes, and practices (KAP) related to influenza A(H1N1), vaccination, health-seeking behaviors, sources of health information, protective behaviors during the Hajj, and respiratory illness during and immediately after the Hajj. RESULTS: Pre- and post-travel surveys were completed by 186 participants. Respiratory illness was reported by 76 (41.3%) respondents; 144 (77.4%) reported engaging in recommended protective behaviors during the Hajj. Reduced risk of respiratory illness was associated with practicing social distancing, hand hygiene, and contact avoidance. Pilgrims who reported practicing more recommended protective measures during the Hajj reported either less occurrence or shorter duration of respiratory illness. Noticing influenza A(H1N1) health messages during the Hajj was associated with more protective measures and with shorter duration of respiratory illness. CONCLUSIONS: Recommended protective behaviors were associated with less respiratory illness among US travelers to the 2009 Hajj. Influenza A(H1N1) communication and education in KSA during the Hajj may also have been an effective component of efforts to mitigate illness. Evaluations of communication efforts and preventive measures are important in developing evidence-based public health plans to prevent and mitigate disease outbreaks at the Hajj and other mass gatherings.