Elementary school students solving science tasks in gStudy provided in-depth task solutions and adapted to task complexity¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Twelve elementary school students using gStudy across two science study lessons could provide in-depth task solutions and adapt to task complexity on well- and ill-structured tasks. → Azevedo 2014

Evidence¶

Azevedo 2014¶

Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. https://doi.org/10.1007/s11409-014-9123-1

q2 · i? · theoretical · r3

The commentary reports, citing Malmberg et al., a study in which twelve elementary students solved well- and ill-structured tasks in gStudy over two science lessons with log-file traces; "young students could provide in-depth task solutions but also adapt to the task complexity."

"Overall, the results show that young students could provide in-depth task solutions but also adapt to the task complexity."

Discussion¶

Related Claims¶

• Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students — reports the opposite
• Elementary students showed the same types of learning patterns across well- and ill-structured science tasks despite the differing task demands — related