No significant main effect of question-asking practice on science learning (p = .12 after FDR correction)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The question-asking and listening conditions did not differ significantly on the post-test science learning measure. → Park 2025

Evidence¶

Park 2025¶

Park, A.T., Colantonio, J., Delgado Reyes, L., Sharp, S.D.S., Koepp, A.E., Bonawitz, E., & Mackey, A.P. (2025). Question asking practice fosters aspects of curiosity in science content in young children. npj Science of Learning. https://doi.org/10.1038/s41539-025-00384-5

q3 · i? · causal · r3

Sixteen-item post-test on lesson content (two questions per lesson): quantile regression controlling for age and race found no significant difference (QA Mdn = 62.5% vs L Mdn = 50.0%); equivalence was not tested and no effect size is printed.

"We also did not find a significant difference on the science learning measure (Figure 1E, QA: Mdn = 62.5%, L: Mdn = 50.0%, b = 7.74, 95% CI [-1.93, 17.40], t = 1.59, p = .12 pFDR = .20, n = 103)"

Discussion¶

Related Claims¶

• No significant main effect of question-asking practice on persistence in a spot-the-differences task — related
• Question-asking practice changes children's response to a pedagogical exploration cue: the listening group opened more cued envelopes in the first minute of play — related
• Encouraging 5-7-year-olds to ask questions during science lessons increases how much they value new science information relative to a careful-listening control — related