PF students reported more awareness of knowledge gaps than example observers, but awareness of knowledge gaps did not correlate with conceptual knowledge acquisition¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0 negligible
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Condition significantly affected self-reported awareness of knowledge gaps (F(2, 170) = 11.57, p < 0.001), with PF students reporting more awareness than both VF conditions. → Christian Hartmann 2021 q3 i0 Awareness of knowledge gaps did not correlate with conceptual knowledge post-test scores overall or within any condition. → Christian Hartmann 2021 (2)

Evidence¶

Christian Hartmann 2021¶

Christian Hartmann, Tamara van Gog, Nikol Rummel. (2021). Preparatory effects of problem solving versus studying examples prior to instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09528-z

q3 · i? · causal · r2

ANOVA on the seven-item self-report scale showed a significant main effect of condition, F(2, 170) = 11.57, p < 0.001; Bonferroni post-hoc tests showed "PF students reported significantly more awareness of knowledge gaps" than both VF conditions. No standardised effect size was printed for the post-hoc contrasts.

"PF students reported significantly more awareness of knowledge gaps (M = 2.88, SD = 1.07) than did students in both the VF-process (M = 2.06, SD = 1.00, p < 0.001) and the VF-outcome condition (M = 2.15, SD = 0.91, p < 0.001)"

Christian Hartmann 2021 (2)¶

Christian Hartmann, Tamara van Gog, Nikol Rummel. (2021). Preparatory effects of problem solving versus studying examples prior to instruction. Instructional Science. https://doi.org/10.1007/s11251-020-09528-z

q3 · i0 · causal · r2

Correlational analysis found "no significant correlation between students’ awareness of knowledge gaps and their performance on the conceptual knowledge post-test", overall r(173) = −0.09, p = 0.223, nor within conditions (PF r = −0.12, VF-process r = −0.08, VF-outcome r = −0.06).

"there was no significant correlation between students’ awareness of knowledge gaps and their performance on the conceptual knowledge post-test, either overall r(173) = −0.09, p = 0.223"

Discussion¶

Related Claims¶

• Prior knowledge moderated the VF-process advantage over PF: the benefit of observing the process grew with prior knowledge, while prior knowledge did not affect post-test performance in the PF condition — related
• Neither the quantity nor the quality of PF students' own solution attempts correlated with their conceptual knowledge acquisition — related
• Observing the complete problem-solving-and-failing process (VF-process) was more effective for conceptual knowledge acquisition than generating one's own failed solutions (PF) prior to instruction — related
• Students who generated their own solutions or observed the full process did not significantly outperform students who only viewed the outcomes of failed solution attempts on conceptual knowledge — related
• Solution quality correlates with conceptual knowledge and gap awareness only for individual problem solvers — related
• Contrasting cases without explicit guidance on their use showed no significant effect on conceptual understanding or solution-attempt quality — related