Primary knowledge content favored learners' involvement and persistence in the training phase regardless of their personal characteristics, unlike secondary knowledge¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Primary knowledge favored involvement and persistence of learners in the training phase regardless of personal characteristics, unlike secondary knowledge. → Florence Lespiau 2019

Evidence¶

Florence Lespiau 2019¶

Florence Lespiau, André Tricot. (2019). Using Primary Knowledge: an Efficient Way To Motivate Students and Promote the Learning of Formal Reasoning. Educational Psychology Review. https://doi.org/10.1007/s10648-019-09482-4

q3 · i? · causal · r?

In the two experiments with high school students (n=210), the training phase was compulsory or left to learners' choice, and the article reports that "primary knowledge favored the involvement and persistence of learners in the training phase regardless of their personal characteristics". No effect sizes are printed in the available text.

"In particular, primary knowledge favored the involvement and persistence of learners in the training phase regardless of their personal characteristics unlike secondary knowledge."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Presenting primary knowledge first and then secondary knowledge was more efficient in both performance and motivation — related
• Framing formal logical problems in primary knowledge contexts makes learners more efficient, more motivated, more confident and lowers cognitive load compared with secondary knowledge framing — related
• PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing — related