Case comparison shifts student teachers' beliefs about operant conditioning toward more positive, regardless of experimental condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Beliefs were more positive after learning than before with a large effect (η² = 0.38), with no condition interaction; the design lacked a control group so causality is not established. → Julia Kienzler 2023

Evidence¶

Julia Kienzler 2023¶

Julia Kienzler, Thamar Voss, Jörg Wittwer. (2023). Student teachers' conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science. https://doi.org/10.1007/s11251-023-09627-7

q3 · i3 · causal · r2

Repeated-measures ANOVA on nine-item belief scales (α = 0.73 before, 0.75 after) across all 181 participants. The printed effect size was η² = 0.38; the article reports beliefs "were more positive after learning than before learning with a large effect size".

"revealed a significant main effect of measurement point, F (1, 169) = 105.16, p < .001, η2 = 0.38, but no significant interaction with the between-subject factor experimental condition"

Discussion¶

Related Claims¶

• Providing key features during case comparison improves student teachers' ability to explain teacher behavior with operant conditioning principles, but not lower levels of understanding
• Presenting principles before case comparison yields higher germane load and lower extraneous load than presenting them after
• Providing key features during case comparison reduces learning time
• Timing of instructional input (before vs. after case comparison) did not significantly affect conceptual knowledge acquisition
• Higher germane load and lower extraneous load mediate the effect of instructional guidance on conceptual knowledge