The Competition between Productive Failure and Direct Instruction Is not Determinable: A Review of the Deviations and Reasons

Abstract

Teaching the learner new information demands careful implementation. The implementational protocols are derived from instructional ideologies and purpose of the design. It not only requires the instructors to grasp the essence of instructional designs without an extemporaneous amending or exchanging of the theoretically proven meaningful teaching events, but also, a precise actualization of structure and approach as well as its behind ideology is demanded. Those rationales and references for instructors to determine when and how to implement instruction, what practice or what strategies are needed to be taught ought to be precise enough to separately explain their advantages and prediction of outcomes in learning. In this article, we explored how both problem-proceeding learning and guidance-proceeding learning are beyond control regarding the deviated cognitive processing those instructional procedures can possibly elicited.