Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Both treatment groups improved climate declarative knowledge from pretest to posttest (Time effect), with no Condition effect or Condition × Time interaction. → Jacobson 2020
Evidence¶
Jacobson 2020¶
Jacobson, Michael, Goldwater, Micah, Markauskaite, Lina, Lai, Polly, Kapur, Manu, Roberts, Gareth, & Hilton, Courtney. (2020). Schema abstraction with productive failure and analogical comparison: Learning designs for far across domain transfer. Learning and Instruction, 65, Article number: 101222. https://doi.org/10.1016/j.learninstruc.2019.101222
q3 · i2 · causal · r2
Linear mixed-model analysis of the five declarative climate items (subject nested within classroom as random effect) in the quasi-experimental study. Both groups improved from pretest to posttest; the article reports "no effect of Condition" and no Condition × Time interaction, so the two-model design conferred no declarative knowledge advantage.
"there was an effect of Time, F (1,92) = 10.873, p = 0.001, η2 = .12, indicating that both groups demonstrated learning of weather and climate knowledge, as evidenced by higher performance on the posttest (M = 0.935, SD = .26) compared to the pretest (M = 0.835, SD = .24). There was no effect of Condition, F(1,92) = 1.001 , p = 0.319, η2 = .01"
Discussion¶
Related Claims¶
- PF and DI groups showed no significant difference in climate declarative knowledge gains — possibly the same claim (merge candidate)
- Both treatment groups significantly improved climate explanatory knowledge, with no reliable condition or teacher-expertise differences — related
- Ninth-grade students in a Productive Failure design scored significantly higher than Direct Instruction students on complex systems explanatory knowledge about climate — related
- PF students scored significantly higher than DI students on climate explanatory knowledge — related
- Both treatment groups significantly improved complex systems explanatory knowledge, and students taught by the content-expert teacher learned more than those taught by less expert teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pf-climate-declarative-knowledge-gains-no-condition-effect |
title |
Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions |
description |
Both one-model and two-model productive failure groups significantly improved weather and climate declarative knowledge, with no difference between conditions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacobson-2020 |
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