Explicit teaching does not improve overall quality of written causal explanations but improves use of second-order language and causal connections¶

Claim · All claims
Evidence · 1 study (2 entries) · 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 in the overall quality of students' written causal explanations. → Stoel 2017 q3 i? The experimental group scored significantly higher on the core criterion 'use of second-order language and causal connections', sr2 = .06. → Stoel 2017 (2)

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?

Written causal explanations were scored in the randomized pretest-posttest experiment (N = 95); the article reports "no differences between conditions in the overall quality of students' written explanations"; equivalence was not tested beyond this null.

"We found no differences between conditions in the overall quality of students' written explanations."

Stoel 2017 (2)¶

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

Criterion-level scoring of written explanations in the same experiment (N = 95) showed the experimental group "scored significantly higher on 1 core criterion, that is, the 'use of second-order language and causal connections' (sr2 = .06)". Only the squared semi-partial sr2 = .06 is printed, no d or r, so impact is coded null.

"However, the experimental group scored significantly higher on 1 core criterion, that is, the "use of second-order language and causal connections" (sr2 = .06)"

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 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
• Explicit teaching shows no effect on students' first-order (topic) knowledge in history — related
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — related