Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2017 · not yet checked against its sources · 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 i? Students in the experimental condition attributed significantly higher value to criterialist epistemological beliefs at posttest, sr2 = .04. → 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 · r?
In the same randomized pretest-posttest experiment (N = 95), epistemological beliefs were measured as an outcome; the experimental group "attributed a significantly higher value to criterialist epistemological beliefs (sr2 = .04)". The article prints only the squared semi-partial sr2 = .04, no d or r, so impact is coded null.
"attributed a significantly higher value to criterialist epistemological beliefs (sr2 = .04)"
Discussion¶
Learner Variables¶
- Epistemic Beliefs — outcome: instruction changes it
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
- ADI students scored significantly higher than structured-inquiry students on the personal epistemology of science subscale, but not on value of science or self-efficacy subscales — related
- Explicit teaching raises students' individual interest in history — related
- Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-teaching-raises-criterialist-epistemological-beliefs |
title |
Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history |
description |
Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stoel-2017 |
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