Generative instructional conditions (inquiry and explanation) outperformed receptive conditions on far transfer, with inquiry best on far transfer problems¶

Claim · All claims
Evidence · 1 study (2 entries) · review r1 · q2–q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a computer-delivered experiment with 613 secondary students, the inquiry condition outperformed hypermedia and observational conditions and all other conditions on far transfer problems. → Ton de Jong 2024 q2 i? Think-aloud data showed generative-condition students showed significantly more elaborative schema-construction processes than direct-instruction students. → Ton de Jong 2024 (2)

Evidence¶

Ton de Jong 2024¶

Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

q3 · i? · review · r1

A computer-delivered experiment in probability theory with 613 secondary education students compared hypermedia, observational, inquiry, and explanation-based conditions. Explanation-based students outperformed all others on the posttest, while the inquiry condition "outperformed students from all other conditions on far transfer problems."

"students in the inquiry-based learning condition performed better than those in the hypermedia and observational learning conditions, and outperformed students from all other conditions on far transfer problems."

Ton de Jong 2024 (2)¶

Ton de Jong, Ard W. Lazonder, Clark A. Chinn, Frank Fischer, Janice Gobert, Cindy E. Hmelo-Silver, Ken R. Koedinger, Joseph S. Krajcik, Eleni A. Kyza, Marcia C. Linn, Margus Pedaste, Katharina Scheiter, Zacharias C. Zacharia. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

q2 · i? · review · r1

A follow-up think-aloud study (N = 40) using the same four environments found students in the generative conditions engaged in significantly more elaborative processes, indicating more schema construction activity than direct-instruction students. No effect size is printed.

"Second, in the latter two conditions the relative number of elaborative processes was significantly higher. This means that students in the generative conditions were more involved in schema construction activities (relating and integrating) than students in the two direct instruction conditions."

Discussion¶

Related Claims¶

• Self-explanation-based and inquiry learning environments elicit significantly more total learning-process instances than hypermedia and observational learning environments — related
• Observational learning devotes a significantly lower percentage of learning activity to elaborative processing than the other three approaches — related
• Self-explanation-based and inquiry learning elicit more elaborative processes than hypermedia and observational learning, fully for hypothesis testing and integrating and partly for giving explanations — related
• Hypermedia learners show the lowest total engagement in learning processes, devoting most processing to superficial activities — related
• Guided discovery outperformed both unguided discovery and direct instruction in classic studies — a broader claim this one bears on