While discussing a problem, learners actively construct situation-specific explanatory models from prior knowledge rather than merely reproducing what they know¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Verbatim transcriptions of novices' discussions show subjects combined known objects, processes, and attributes into explanations unique to the problem situation. → Schmidt 1989

Evidence¶

Schmidt 1989¶

Schmidt, H. G., De Volder, M. L., De Grave, W. S., Moust, J. H. C., & Patel, V. L. (1989). Explanatory Models in the Processing of Science Text: The Role of Prior Knowledge Activation Through Small-Group Discussion. Journal of Educational Psychology, 81(4), 610-619. https://doi.org/10.1037//0022-0663.81.4.610

q2 · i? · qualitative · r2

Qualitative analysis of audiotaped and transcribed small-group discussions of the blood cell problem in Experiment 2; Appendix B lists the novices' explanatory models, none of which occurred more than twice across groups. Discussion appears to restructure knowledge by creating new relations between concepts.

"while they discussed the problem, subjects indeed constructed explanatory models that fit the situation described in the problem and that were based on whatever prior knowledge and experience they could bring to that situation."

Discussion¶

Related Claims¶

• Constructive behaviors are defined by generating outputs containing new ideas that go beyond the information given — a broader claim this one bears on
• Novices and experts differ in problem representation: novices segment the problem and use surface analogies, while experts apply general underlying principles — related
• Constructive learning beats active and passive learning — related