Baseline science knowledge moderates the question-asking benefit on willingness-to-pay: children with lower background knowledge gain more¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The condition difference in willingness-to-pay was greater for children with lower baseline science knowledge (WJ-IV Science x Condition interaction). → Park 2025

Evidence¶

Park 2025¶

Park, A.T., Colantonio, J., Delgado Reyes, L., Sharp, S.D.S., Koepp, A.E., Bonawitz, E., & Mackey, A.P. (2025). Question asking practice fosters aspects of curiosity in science content in young children. npj Science of Learning. https://doi.org/10.1038/s41539-025-00384-5

q2 · i? · causal · r2

Quantile-regression moderation analysis (sample likely too small to be well-powered for interactions, per the authors): baseline WJ-IV Science interacted with condition on willingness-to-pay; the main effect of WJ-IV Science was b = 0.40, p = .001. No standardized effect size printed.

"We found a significant interaction between condition and baseline science knowledge on willingness-to-pay (Figure 3A, WJ-IV Science x Condition: b = -0.40, 95% CI [-0.70, -0.10], t(97) = -2.65, p = .009"

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• Encouraging 5-7-year-olds to ask questions during science lessons increases how much they value new science information relative to a careful-listening control — related
• Baseline vocabulary moderates the effect of question-asking practice on science learning, weakening the vocabulary-learning link and equalizing outcomes — related