Low prior knowledge students learned most conceptual understanding from worked-out examples, and least from questions plus arguments¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person
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q3 i3 Among low prior knowledge students, studying worked-out examples yielded better conceptual understanding than the combination of open-ended questions and arguments, t(25) = 2.415, Cohen's d = 0.96. → Leppink 2012
Evidence¶
Leppink 2012¶
Leppink, J., Broers, N. J., Imbos, T., van der Vleuten, C. P. M., & Berger, M. P. F. (2012). Self-explanation in the domain of statistics: an expertise reversal effect. Higher Education, 63, 771-785. https://doi.org/10.1007/s10734-011-9476-1
q3 · i3 · causal · r2
Pairwise comparison within the low prior knowledge group of the randomized between-subjects experiment on the conceptual understanding test (scale 0-10). The comparison of the worked-out examples condition against the questions-plus-arguments condition shows the latter "is least effective" for this group, d = 0.96.
"Low prior knowledge students learn most from studying worked-out examples, while the combination of open-ended questions and arguments is least effective, t(25) = 2.415, p\ .023 (Cohen'sd = 0.96)."
Discussion¶
Related Claims¶
- High prior knowledge students learned most conceptual understanding from questions plus arguments; answering questions alone was least effective — related
- Erroneous examples improve conceptual understanding by forcing comparison with correct models. — related
- Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — related
- Argumentation Improves Reasoning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
low-prior-knowledge-worked-examples-best-conceptual-understanding |
title |
Low prior knowledge students learned most conceptual understanding from worked-out examples, and least from questions plus arguments |
description |
Low prior knowledge students learned most conceptual understanding from worked-out examples, and least from questions plus arguments |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2012 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — leppink-2012 |
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