Knowledge gains correlate positively with belief change, more strongly for higher relational-understanding levels¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Posttest knowledge correlated with belief change for classification (r = 0.15, p = .02) and explanation (r = 0.19, p < .01), but not significantly for definition (r = 0.14, p = .07). → Julia Kienzler 2023

Evidence¶

Julia Kienzler 2023¶

Julia Kienzler, Thamar Voss, Jörg Wittwer. (2023). Student teachers' conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science. https://doi.org/10.1007/s11251-023-09627-7

q3 · i1 · associational · r2

Correlational analysis within the same experiment relating posttest scores to belief change. The printed effect sizes are small: r = 0.15 for classification, r = 0.19 for explanation, and r = 0.14 non-significant for definition; the authors read the pattern as deep relational processing supporting belief change.

"This correlation was statistically significant for the classification (r (173) = 0.15, p = .02) and explanation score (r (173) = 0.19, p < .01), but lower and not statistically significant for the definition scores (r (173) = 0.14, p = .07)."

Discussion¶

Related Claims¶

• Prior Knowledge Determines New Learning — related
• High-ability students' learning behaves as a dominant α-process even at low pretest scores, while average-ability students show more γ-process behavior — related
• Correctness of generated and classified examples during learning correlates selectively with posttest task performance — related
• Self-reported learning gains and correlational analyses suggest interrelations among second-order and strategy knowledge, epistemological beliefs, explanation ability, topic knowledge, and interest — related