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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Both groups showed a large pretest-to-posttest gain in complex systems explanatory knowledge, with no Condition effect or Condition × Time interaction. → Jacobson 2020 q3 i2 Students exposed to the content-expert teacher scored significantly higher on complex systems explanatory knowledge than students exposed to teachers with less expertise, independent of condition. → Jacobson 2020 (2)

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 · i3 · causal · r2

Linear mixed-model analysis of the four explanatory complexity items in the quasi-experimental study. Both treatment groups improved substantially from pretest to posttest; there was no main effect of Condition and no Condition × Time interaction, so one versus two models did not differ on this measure.

"there was a large effect for Time, F(1,92) = 66.886, p < .0001, η2 = .421, with participants of both treatment groups showing improved performance on the posttest (M = 0.614, SD = .391) compared to the pretest (M = 0.280, SD = .224)."

Jacobson 2020 (2)¶

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

In the same mixed model, teacher content expertise (a physics Ph.D. teacher who helped design the models versus teachers without that expertise) significantly predicted complex systems explanatory knowledge, and the Expertise × Group interaction was not significant.

"There was, however, an effect of Teacher Content Expertise, F(1,92) = 6.652 , p = 0.011, η 2 = .07, with students exposed to the content-expert showing higher performance (M = 0.523, SD = .450) compared to students exposed to a teacher with less expertise (M = 0.392, SD = .322)."

Discussion¶

Related Claims¶

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