Student model sophistication increased significantly across successive iterations during the KBM unit¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Paired Wilcoxon signed-rank tests showed statistically significant improvement between each pair of successive model iterations (1–2, 2–3, and 3–4). → Dina Soliman 2026

Evidence¶

Dina Soliman 2026¶

Dina Soliman, Xueqi Feng, Marlene Scardamalia, Carol Chan. (2026). Knowledge building–modeling: Grade 5 students creating models, using discourse analytics, and advancing systems thinking. Intern. J. Comput.-Support. Collab. Learn. https://doi.org/10.1007/s11412-026-09493-8

q3 · i? · design · r3

A paired Wilcoxon signed-rank test on 153 student models coded with a five-level rubric (kappa = 0.85 for 20% double-coded). All three comparisons between successive iterations reached significance; no effect size is printed.

"Results show a statistically significant improvement in models between iterations 1 and 2 (z = −3.649, p < 0.001), iterations 2 and 3 (z = −2.829, p < 0.01), and iterations 3 and 4 (z = −2.309, p < 0.05). These findings suggest that the KBM design helped students create more refined models which represent systems interrelationships."

Discussion¶

Related Claims¶

• Grade 5 students in a KBM environment significantly increased their Earth Science domain knowledge from pretest to post-test — related
• Qualitative analysis identified three mediating processes in KBM: discourse-driven idea improvement, analytics-supported meta-reflection, and model construction for system refinement — related
• Systems thinking discourse shifted away from lower-level moves toward higher-level interconnections and feedback moves across the KBM unit — related
• Post-intervention domain knowledge correlated with final model scores and with higher-level systems thinking discourse (ST-3) — related