Heuristic-methodological instruction increases fourth-grade pupils' reported connecting of previously acquired knowledge with new content¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experimental-group pupils significantly more often reported connecting previously acquired knowledge with new content than control-group pupils (χ2(4)=20.546, p=0.000). → Veselinov and Nikolic 2015

Evidence¶

Veselinov and Nikolic 2015¶

Danica Veselinov, Radmila Nikolić. (2015). THE POSSIBILITIES OF ENCOURAGING STUDENT'S METACOGNITIVE STRATEGIES THROUGH HEURISTIC-METHODOLOGICAL INSTRUCTION. https://doi.org/10.17810/2015.06

q2 · i? · causal · r2

Chi-square analysis of test answers from a six-month quasi-experiment with fourth-grade pupils in nature and society classes. "Twice as many students in the control group stated that they do not think about connecting previously acquired knowledge with new." No effect size printed.

"In the tasks where the students were expected to write how the solution method could be connected to previously acquired knowledge, the chi- square test showed a statistically significant difference in the answers between the pupils in the experimental and control groups (χ2(4)=20.546, on the level 0,05 р=0.000)."

Discussion¶

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