In an earlier study, students taught with the original CONTACT strategy focused mainly on the central concepts from the training texts, disregarding other information¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1996 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in the original CONTACT strategy mainly focused on the central concepts from the training texts and disregarded other information. → Biemans 1996

Evidence¶

Biemans 1996¶

Biemans, H.J.A., Simons, P.RJ. (1996). Contact-2: a computer-assisted instructional strategy for promoting conceptual change. Instructional Science. https://doi.org/10.1007/BF00120487

q2 · i? · causal · r?

The article attributes this selective-attention finding to its previous study with fifth- and sixth-graders in primary education (domain: physical geography), which found the CONTACT strategy effective because students constructed more correct conceptions. The supplied text reports the finding descriptively with no statistics, and it is the stated motivation for adapting the strategy.

"However, students mainly seemed to focus on the central concepts from the training texts, disregarding other information."

Discussion¶

Related Claims¶

• The revised CONTACT-2 strategy led fifth- and sixth-graders to construct better conceptions and achieve higher learning performance scores than original CONTACT or no-activation control conditions — related
• CONTACT-2's effectiveness did not depend on the degree of conceptual resemblance between test questions and the central concepts from the texts, nor on the moment of testing — related