Evaluative questions elicit more historical reasoning than explanatory questions¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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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? When students worked on an evaluative question compared to an explanatory question, the evaluative question elicited more historical reasoning, including argumentation, description of change and continuity, and explanation. → Jannet van Drie & Carla van Boxtel 2008
Evidence¶
Jannet van Drie & Carla van Boxtel 2008¶
Jannet van Drie & Carla van Boxtel. (2008). Historical Reasoning: Towards a Framework for Analyzing Students' Reasoning about the Past. Educ Psychol Rev. https://doi.org/10.1007/s10648-007-9056-1
q2 · i? · review · r2
The review reports the authors' own comparative study of students working on an evaluative versus an explanatory question, finding "the evaluative question elicited more historical reasoning". No effect size or sample size is printed for this finding.
"Van Drie et al. (2006) compared how students reasoned when working on an evaluative question compared to an explanatory question. It turned out that the evaluative question elicited more historical reasoning, including argumentation, description of change and continuity, and explanation."
Discussion¶
Learner Variables¶
- Critical Thinking — outcome: instruction changes it
Related Claims¶
- Teacher-guided whole-class discussions show more contextualization, explanatory questions, and abstract concepts than student dyad discussions — related
- Students collaborating on a semiempty concept map engage more in causal explanation and argumentation, while summary-writing dyads engage more in contextualization — related
- Interaction during semiempty concept mapping shows higher transactivity: less elicitation and more externalization and integration than summary writing — related
- Rubric dimensions were revised in 2023 to sharpen argumentation, contextualization, and Level 1 descriptions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
evaluative-questions-elicit-more-historical-reasoning |
title |
Evaluative questions elicit more historical reasoning than explanatory questions |
description |
Evaluative questions elicit more historical reasoning than explanatory questions |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jannet-van-drie-carla-van-boxtel-2008 |
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