Concrete-task participants achieved higher performance success than intermediate-task participants in simulation-based inquiry, while intermediate and abstract conditions did not differ significantly¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Participants in the concrete condition achieved significantly higher performance success scores than participants in the intermediate condition (r = .32). → Ard W. Lazonder 2009 q3 i? Performance success in the intermediate condition was lower than in the abstract condition but not statistically significant (p = .06). → Ard W. Lazonder 2009 (2)

Evidence¶

Ard W. Lazonder 2009¶

Ard W. Lazonder, Pascal Wilhelm, Emiel van Lieburg. (2009). Unraveling the influence of domain knowledge during simulation-based inquiry learning. Instr Sci, 37, 437-451. https://doi.org/10.1007/s11251-008-9055-8

q3 · i2 · causal · r2

Randomized experiment with 57 first-year students (one excluded), 19 per condition, comparing three isomorphic simulation inquiry tasks. ANOVA showed a significant effect of task type on performance success; the concrete condition (M = 9.56) outperformed the intermediate condition (M = 7.37), "t(53) = 2.42, p\ .05, r = .32".

"Planned contrasts showed that this effect arose because participants in the concrete condition ( M = 9.56, SD = 2.38) achieved significantly higher perfor-mance success scores than participants in the intermediate condition ( M = 7.37, SD = 3.08; t(53) = 2.42, p\ .05, r = .32)."

Ard W. Lazonder 2009 (2)¶

Ard W. Lazonder, Pascal Wilhelm, Emiel van Lieburg. (2009). Unraveling the influence of domain knowledge during simulation-based inquiry learning. Instr Sci, 37, 437-451. https://doi.org/10.1007/s11251-008-9055-8

q3 · i? · causal · r2

Same randomized three-condition experiment. The planned contrast between intermediate (M = 7.37) and abstract (M = 9.05) conditions on performance success was not significant; equivalence was not tested.

"Scores in the intermediate condition were lower than those in the abstract condition ( M = 9.05, SD = 2.72), but this difference was not statistically significant ( t(53) = 1.89, p = .06)."

Discussion¶

Related Claims¶

• In multiple regression, the percentage of exploratory experiments was the strongest predictor of performance success, negatively related to it
• Concrete-task participants conducted a significantly lower percentage of exploratory experiments than intermediate-task participants, whose exploratory percentage matched the abstract condition — related
• Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success — related