Galperin-based geometry instruction enabled poorly performing sixth graders to identify geometric items correctly, with 93% giving conceptual explanations¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2005 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All 50 participating poorly performing students answered the 450-item post-test correctly and quickly, and 93% gave conceptual explanations. → Arievitch 2005

Evidence¶

Arievitch 2005¶

Arievitch, I.M., & Haenen, J.P.P. (2005). Connecting Sociocultural Theory and Educational Practice: Galperin's Approach. Educational Psychologist, 40(3), 155-165. https://doi.org/10.1207/s15326985ep4003_2

q2 · i? · causal · r1

Study by Volodarskaia (1972) teaching 50 sixth graders (11-12 year-olds) who performed poorly in geometry to analyze concepts such as adjacent and right angles using orienting charts. At pretest students correctly answered only 4-6% of 450 problems; the article reports all succeeded on the post-test and "Ninety-three percent of students were able also to give conceptual explanations."

"Results of the study showed that all participating students were able to identify items by looking them over quickly and providing an almost immediate and correct answer on the 450 item post-test. Ninety-three percent of students were able also to give conceptual explanations of their answers, while only seven percent could not"

Discussion¶

Learner Variables¶

• Geometric Reasoning — outcome: instruction changes it

Related Claims¶

• Self-explanation effects hold on far-transfer but not near-transfer questions in a geometry classroom study — related
• Static self-explanation prompts in the Geometry Cognitive Tutor produced greater gains on Reason and Not Enough Info test items than problem-solving practice alone — related