Lessons using contrasts between critical aspects produced greater long-term retention than the other lessons in each learning study cycle, though not significantly so in individual experiments¶

Claim · All claims
Evidence · 1 study (3 entries) · design r3 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In learning study A, pupils in group A2, who were not introduced to the systematic structure, developed most knowledge in a long-term perspective. → Mona Holmqvist 2011 q2 i? In learning study B, lesson B2, where pupils discerned singular in contrast to plural without knowing the words in advance, developed more sustainable knowledge. → Mona Holmqvist 2011 (2) q2 i? In learning study C, long-term learning was highest in C1, where the contrast between am/are/is and have/has was introduced. → Mona Holmqvist 2011 (3)

Evidence¶

Mona Holmqvist 2011¶

Mona Holmqvist. (2011). Teachers' learning in a learning study. Instr Sci 39:497–511. https://doi.org/10.1007/s11251-010-9138-1

q2 · i? · design · r3

Learning study A (possessive pronouns, year 5): A2 used contrast between dependent and independent pronouns built on pupils' pre-understanding. Delayed post-test averages were A1 2.97, A2 2.94, A3 2.82, but A2 retained most relative to its post-test drop.

"The result showed how the pupils in group A2, who had not been introduced to the systematic structure (the tables with personal and possessive pronouns), had developed most knowledge in a longterm perspective."

Mona Holmqvist 2011 (2)¶

Mona Holmqvist. (2011). Teachers' learning in a learning study. Instr Sci 39:497–511. https://doi.org/10.1007/s11251-010-9138-1

q2 · i? · design · r3

Learning study B (to be in present tense): the author's interpretation that B2's contrast-based instruction produced more sustainable knowledge, despite B3 being most successful in the short term (post-test 16.5 vs 12.4 in B2).

"It seems as the instruction used in lesson two, where the pupils were offered to discern singular in contrast to plural, and did not know the words am/are/is in advance, developed a more sustainable knowledge."

Mona Holmqvist 2011 (3)¶

Mona Holmqvist. (2011). Teachers' learning in a learning study. Instr Sci 39:497–511. https://doi.org/10.1007/s11251-010-9138-1

q2 · i? · design · r3

Learning study C (to have): C1 used the contrast between am/are/is and have/has during the entire lesson; its delayed post-test (19.1) exceeded C2 (15.5) and C3 (16.8). The author links this to generative learning, a kind of transfer.

"The results show that learning in a long-term perspective was highest in C1, where the contrast between am/are/is and have/has was introduced."

Discussion¶

Related Claims¶

• T-tests within each experiment found no significant advantage for the contrast-based experimental group over the control groups in long-term gain — possibly the same claim (merge candidate)
• Pupils in all three conditions gained significantly from pre-test to post-test and retention test, with no prior-knowledge differences between conditions — related
• No significant differences between conditions on the retention test, and scores of the Visual and Timeline conditions decreased significantly from post-test to retention — related