Students who collected more peers' ideas wrote poorer explanations, while generating own redundant ideas related to better explanations¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Collecting more ideas not already in one's private collection tended to go with poorer scientific explanations, whereas generating own redundant ideas tended to go with better explanations. → Cress 2018

Evidence¶

Cress 2018¶

Cress, U., Stahl, G., Rose, C., Law, N., & Ludvigsen, S. (2018). Forming social systems by coupling minds at different levels of cognition: Design, tools, and research methods. International Journal of Computer-Supported Collaborative Learning, 13, 235–240. https://doi.org/10.1007/s11412-018-9284-z

q2 · i? · associational · r?

Editorial summary of Matuk and Linn's study of middle school students using the idea manager in WISE, where students sort, share, and copy ideas between private and shared baskets. The relationship between idea sources and "the quality of students' scientific explanations" was, as the authors note, perhaps surprising in direction.

"Students who collected more ideas that were not already represented in their private idea collections tended to write poorer explanations, whereas students who generated their own redundant ideas tended to write better explanations."

Discussion¶

Related Claims¶

• Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related
• Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — related