Explicit teaching shows no effect on students' first-order (topic) knowledge in history¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No differences between conditions were found on first-order knowledge (topic knowledge). → 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

q3 · i? · causal · r2

Topic knowledge was measured as an outcome in the randomized pretest-posttest experiment (N = 95); the article reports "No differences were found on first-order knowledge"; no effect size is printed, so the null is not evidence of equivalence.

"No differences were found on first-order knowledge."

Discussion¶

Related Claims¶

• Self-reported learning gains and correlational analyses suggest interrelations among second-order and strategy knowledge, epistemological beliefs, explanation ability, topic knowledge, and interest — related
• Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest — related
• Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections — related