Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Preservice teachers who studied a fully correct and complete exemplar detected and corrected more errors and omissions in their own explanations than those given a list of steps outlining what a correct and complete explanation should include. → Guba 2026
Evidence¶
Guba 2026¶
Guba, T.-P., Barbieri, C. A., Jansen, A., & Morris, A. (2026). Supports for preservice teachers' metacognitive monitoring and explanations of fraction comparisons. Instructional Science (2026) 54:18. https://doi.org/10.1007/s11251-025-09773-0
q2 · i? · causal · r?
Comparison between the Correct examples (CE) and Defining features (DF) conditions of the same experiment, in which participants were "randomly assigned to one of three instructional support conditions" and compared their first drafts to condition-specific supports before revising. No effect size is printed for this contrast.
"Correct and complete exemplars also supported greater detection and correction of errors and omissions in their explanations than those provided with a list of steps focused on structural aspects of the explanation."
Discussion¶
Related Claims¶
- Correct and complete exemplar supports produced greater improvement in preservice teachers' fraction comparison explanations than supports displaying common misconceptions and errors — related
- Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related
- Most preservice teachers were overconfident in the completeness of their fraction comparison explanations at both first draft and revision — related
- Target strategy use did not vary by instructional support condition for any of the three fraction comparison tasks — related
- Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
correct-exemplars-beat-defining-features-for-error-detection |
title |
Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects |
description |
Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — guba-2026 |
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