Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest¶
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 scored significantly higher than controls at posttest on knowledge of causal-reasoning strategies and second-order concepts, sr2 = .09. → 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?
Randomized pretest-posttest experiment (N = 95) with a treatment and a control condition in 11th-grade history classes. The experimental group "scored significantly higher at the posttest on knowledge of causal-reasoning strategies and second-order concepts (sr2 = .09)"; the article prints the squared semi-partial sr2 = .09 but no standardized effect size (d or r), so impact is coded null.
"Results show that students in the experimental group scored significantly higher at the posttest on knowledge of causal-reasoning strategies and second-order concepts (sr2 = .09)"
Discussion¶
Related Claims¶
- Explicit teaching shows no effect on students' first-order (topic) knowledge in history — related
- Explicit teaching raises students' individual interest in history — related
- Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections — related
- Explicit teaching increases students' endorsement of criterialist epistemological beliefs about history — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-teaching-raises-strategy-second-order-knowledge-history |
title |
Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest |
description |
Explicit teaching of causal-reasoning strategies and second-order concepts raises 11th-graders' knowledge of both at posttest |
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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