Explicit teaching raises students' individual interest in history¶

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

Subclaims¶

q3 i? Students in the experimental condition reported higher individual interest at posttest, sr2 = .02. → 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?

Individual interest was a measured outcome in the randomized pretest-posttest experiment (N = 95); the experimental group "reported a higher individual interest (sr2 = .02)". Only the squared semi-partial sr2 = .02 is printed, no standardized effect size, so impact is coded null.

"and reported a higher individual interest (sr2 = .02)"

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest — related
• Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history — related
• Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections — related