Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success¶
Claim · All claims
Evidence · 1 study · causalr2·q1
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Experimenters observed that participants in the intermediate condition often induced a rationale (e.g., that the numerical score represented money or weight) from initial outcomes and used it to formulate partially-specified hypotheses, which could not be confirmed and may have caused confusion or misconceptions. → Ard W. Lazonder 2009
Evidence¶
Ard W. Lazonder 2009¶
Ard W. Lazonder, Pascal Wilhelm, Emiel van Lieburg. (2009). Unraveling the influence of domain knowledge during simulation-based inquiry learning. Instr Sci, 37, 437-451. https://doi.org/10.1007/s11251-008-9055-8
q1 · i? · causal · r2
Anecdotal observations gathered by the experimenters during the intermediate condition, reported as unsystematic: "Many participants thought the numerical score represented money or weight, and used this idea to formulate and test partially-specified hypotheses". The article states there was no systematic observation of this usage of inferential mechanisms.
"Many participants thought the numerical score represented money or weight, and used this idea to formulate and test partially-specified hypotheses for the other variables."
Discussion¶
Related Claims¶
- Hypothesis specificity differed by task type: intermediate participants stated fewer partially-specified hypotheses than abstract participants, but more fully-specified hypotheses than concrete participants — related
- In multiple regression, the percentage of exploratory experiments was the strongest predictor of performance success, negatively related to it — related
- Concrete-task participants achieved higher performance success than intermediate-task participants in simulation-based inquiry, while intermediate and abstract conditions did not differ significantly — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
natural-tendency-to-induce-rationale-evokes-error-prone-hypotheses |
title |
Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success |
description |
Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success |
status |
review |
evidence_strength |
weak |
newest_evidence |
2009 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ard-w-lazonder-2009 |
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