Low prior knowledge learners gained significantly more conceptual knowledge with the Experiment Design Tool than with the specific research questions alone¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i1small
Currency · newest study 2018 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · 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.
q3 i1 Among low prior knowledge learners, learning gains were significantly higher in the EDT condition than in the CS condition (r = .16). → Siswa van Riesen 2018
Evidence¶
Siswa van Riesen 2018¶
Siswa van Riesen, Hannie Gijlers, Anjo Anjewierden, Ton de Jong. (2018). Supporting learners' experiment design. Education Tech Research Dev (2018) 66:475–491. https://doi.org/10.1007/s11423-017-9568-4
q3 · i1 · causal · r2
Subgroup analysis of 63 learners classified as low prior knowledge (maximum two of nine correct on the Archimedes' principle pre-test part). Mann–Whitney follow-ups showed "significantly higher learning gains for low prior knowledge learners in the EDT condition compared to low prior knowledge learners in the CS condition" (r = .16).
"An independent samples Kruskal–Wallis test showed a significant difference between the conditions, H(2) = 6.54, p = .038. Follow-up Mann–Whitney analyses showed significantly higher learning gains for low prior knowledge learners in the EDT condition compared to low prior knowledge learners in the CS condition, U = 115.50, z = 2.438, p = .015, r = .16."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
Related Claims¶
- Low prior knowledge learners given detailed research questions without the EDT showed very little learning gain, with descriptive gains lower than in the main-questions-only condition — related
- Providing the Experiment Design Tool did not improve conceptual knowledge gains overall compared to control conditions — related
- Inquiry learning in a virtual laboratory on Archimedes' principle produces significant conceptual knowledge gains in all three guidance conditions — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
edt-benefits-low-prior-knowledge-learners |
title |
Low prior knowledge learners gained significantly more conceptual knowledge with the Experiment Design Tool than with the specific research questions alone |
description |
Low prior knowledge learners gained significantly more conceptual knowledge with the Experiment Design Tool than with the specific research questions alone |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — siswa-van-riesen-2018 |
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