Self-reported learning gains and correlational analyses suggest interrelations among second-order and strategy knowledge, epistemological beliefs, explanation ability, topic knowledge, and interest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Self-reports on learning gains and correlational analysis were used to explore how the measured constructs interrelate. → Stoel 2017

Evidence¶

Stoel 2017¶

Stoel, G.L., van Drie, J.P., & van Boxtel, C.A.M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students' ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337. https://doi.org/10.1037/edu0000143

q2 · i? · causal · r2

Exploratory correlational analysis supplementing the experiment, examining "the interrelatedness of second-order and strategy knowledge, epistemological beliefs, student's ability to construct a causal explanation, topic knowledge, and individual interest"; no coefficients are printed in the available text.

"Furthermore, self-reports on learning gains and correlational analysis were applied to explore the interrelatedness of second-order and strategy knowledge, epistemological beliefs, student's ability to construct a causal explanation, topic knowledge, and individual interest"

Discussion¶

Learner Variables¶

• Epistemic Beliefs — predictor: learners who differ on it differ in outcomes
• Interest — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — related
• Explicit teaching shows no effect on students' first-order (topic) knowledge in history — related
• Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history — related
• Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections — related
• Knowledge gains correlate positively with belief change, more strongly for higher relational-understanding levels — related