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How do we come to understanding something new?
How do we transfer these understandings to solve novel problems?
The not-so-straightforward relationship between knowledge and its use for creativity and innovation
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Knowing vs. Doing
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Knowledge vs. Creativity
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The expert-novice innovation paradox
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If learning from failure is intuitively so compelling, why wait for it to happen?
Why can’t we deliberately design for it?
Productive Failure(Kapur, 2008)
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The Innovation/Design Challenge
(Grade 8/9 students)
Year Mike Dave Ivan
1991 10 14 101992 15 10 161993 11 11 101994 15 13 171995 11 14 101996 16 15 121997 12 19 141998 16 14 191999 12 12 142000 17 15 18
Football Strikers
Invent as many ways for deciding who’s the most consistent striker?
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Students’ Ideas
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Students’ Ideas
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Sum of deviations about the mean
Average of year-on-year absolute deviation
Sum of year-on-year deviation
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Productive Failure vs. Direct Instruction
Direct Instruction(DI)
Instruction followed by problem solving
Productive Failure(PF)
Problem solving followed by instruction
• PF outperformed DI on conceptual understanding and transfer to novel problems without compromising procedural knowledge.
• The basic knowledge fallacy
• DI constrains inventiveness and creativity.• The creativity fallacy
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The Real Innovation/Design Challenge
(Grade 8/9 students)
Year Mike Dave Ivan
1991 10 14 101992 15 10 161993 11 11 101994 15 13 171995 11 14 101996 16 15 121997 12 19 141998 16 14 191999 12 12 142000 17 15 18
Football Strikers
Generate as many mathematical problems, and solve them where you can.
Productive Failure vs. Problem Posing
Problem Posing(PP)
Problem Posing, then Instruction
Productive Failure(PF)
Problem Solving, then instruction
• PF > PP on conceptual understanding • PP > PF on transfer to novel problems
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1. Knowledge often does not transfer well
2. Do not overestimate experts, or underestimate novices
3. Productive Failure as a design for innovation
Takeaways
