Integration prompts improve structural integration of knowledge across professional domains in pre-service teachers' mental models¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2019 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Prompted conditions produced essays with greater structural similarity to an expert reference model than unprompted conditions. → Lehmann 2019
Evidence¶
Lehmann 2019¶
Lehmann, T., Pirnay-Dummer, P., & Schmidt-Borcherding, F. (2019). Fostering integrated mental models of different professional knowledge domains: instructional approaches and model-based analyses. Education Tech Research Dev. https://doi.org/10.1007/s11423-019-09704-0
q3 · i2 · causal · r2
Laboratory experiment with 92 pre-service primary mathematics teachers in a 2x2 factorial design of writing task and prompts. The prompted group showed significantly higher GAMMA scores, "F(1,88) = 4.439, p = .038, ηp2 = .048".
"Results showed a significant effect of prompts on the GAMMA measure, F(1,88) = 4.439, p = .038, ηp2 = .048. Essays of students from experimental conditions with prompts (M = .658, SE = .028) were more comparable to the reference model in terms of the density of vertices than essays of students from unprompted conditions (M = .574, SE = .028)."
Discussion¶
Related Claims¶
- Argument writing tasks show no effect on structural or semantic integration of knowledge across professional domains — related
- Integration prompts do not affect semantic similarity of pre-service teachers' mental models to a reference model — related
- Relevance instructions and guiding questions both improve pre-service teachers' first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific texts — related
- Pre-service teachers' second-order knowledge integration is mediated by their first-order knowledge integration — related
- Prompted and control groups show no significant differences in separative elaborations within domains or in additions — related
- Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions — related
- Prompts have a significant multivariate main effect on combined structural and semantic integration measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
integration-prompts-improve-structural-integration-teacher-knowledge |
title |
Integration prompts improve structural integration of knowledge across professional domains in pre-service teachers' mental models |
description |
Integration prompts improve structural integration of knowledge across professional domains in pre-service teachers' mental models |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-28 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lehmann-2019 |
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