Claims

Integration prompts do not affect semantic similarity of pre-service teachers' mental models to a reference model

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · 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 i? There was no significant difference in BSM scores between prompted and 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 · i? · causal · r2

In the same 2x2 factorial laboratory experiment, the ANOVA on the semantic BSM measure found no significant effect of prompts, "F(1,88) = 1.855, p = .177".

"No significant differences were found on the semantic level as measured by BSM, F(1,88) = 1.855, p = .177, ηp2 = .021."

Discussion

Page metadata
Field Value
type claim
id integration-prompts-no-effect-semantic-similarity
title Integration prompts do not affect semantic similarity of pre-service teachers' mental models to a reference model
description Integration prompts do not affect semantic similarity of pre-service teachers' mental models to a reference model
status review
evidence_strength moderate
newest_evidence 2019
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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