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¶

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? The effectiveness of the CONTACT-2 strategy appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts. → Biemans 1996 q2 i? The effectiveness of the CONTACT-2 strategy appeared not to depend on the moment of testing. → 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?

Reported in the same 74-student, three-condition mixed between-within-subjects experiment on quality of conceptions and learning performance. The abstract states the effectiveness "appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts and on the moment of testing". No test statistics are printed.

"the effectiveness of the CONTACT-2 strategy appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts and on the moment of testing."

Discussion¶

Related Claims¶

• 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 — related
• 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