The revised CONTACT-2 strategy led fifth- and sixth-graders to construct better conceptions and achieve higher learning performance scores than original CONTACT or no-activation control conditions¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students from the CONTACT-2 condition constructed better conceptions than students from the original CONTACT and NO ACTIVATION control conditions. → Biemans 1996 q2 i? Students from the CONTACT-2 condition achieved higher learning performance scores than students from the other two conditions. → Biemans 1996

Evidence¶

Biemans 1996¶

Biemans, H.J.A., Simons, P.RJ. (1996). Contact-2: a computer-assisted instructional strategy for promoting conceptual change. Instructional Science. https://doi.org/10.1007/BF00120487

q2 · i? · causal · r?

An experimental comparison in which 74 fifth- and sixth-graders were assigned to three instructional conditions (original CONTACT, revised CONTACT-2, control NO ACTIVATION) in a mixed between-within-subjects design with two between-subjects factors. The abstract reports "Students from the CONTACT-2 condition constructed better conceptions and achieved higher learning performance scores than students from the other two conditions", with no effect size printed.

"Students from the CONTACT-2 condition constructed better conceptions and achieved higher learning performance scores than students from the other two conditions."

Discussion¶

Related Claims¶

• In an earlier study, students taught with the original CONTACT strategy focused mainly on the central concepts from the training texts, disregarding other information — related
• CONTACT-2's effectiveness did not depend on the degree of conceptual resemblance between test questions and the central concepts from the texts, nor on the moment of testing — related