Providing worked examples of journal entries early (rather than delayed) yields better early journal quality and more conceptual knowledge¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a quasi-experimental field experiment in 5th-grade mathematics, providing journal examples early led to qualitatively better early journal entries and more conceptual knowledge, with no effects on procedural knowledge. → Nückles 2020

Evidence¶

Nückles 2020¶

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09541-1

q3 · i? · review · r2

Quasi-experimental field experiment in high school mathematics (5th grade) with journal writing as homework after four lessons, comparing early versus delayed example provision across classrooms. "providing examples early led to qualitatively better learning journal entries" and more conceptual knowledge, with no procedural-knowledge effects.

"providing examples early led to qualitatively better learning journal entries in the beginning (first two lessons) and to the acquisition of more conceptual knowledge from the first two and the last two lessons (no effects on procedural knowledge)"

Discussion¶

Related Claims¶

• Instructionally supported (prompted) journal writing outperforms unsupported journal writing on learning outcomes (Hedges's g = 0.78) — the general claim this finding bears on, with the studies behind it

• Reflective Practice Improves Outcomes When Structured — the general claim this finding bears on, with the studies behind it

• Writing-to-learn activities improve content learning in Grades 1–12, with effects in mathematics indistinguishable from those in science and social studies, in one meta-analysis — related
• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — related
• Erroneous examples improve conceptual understanding by forcing comparison with correct models. — related
• Productive Failure Improves Conceptual Learning — related