Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects¶
Claim · All claims
Evidence · 1 study · qualitativer1·q2
Currency · newest study 2011 · 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.
q2 i? Evaluations of phase one showed that network teachers who focused on principles developed deeper understanding than those who worked on surface procedures. → Chan 2011
Evidence¶
Chan 2011¶
Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-011-9121-0
q2 · i? · qualitative · r1
Evaluation of phase one of the Knowledge-Building Teacher Network comparing teacher understanding. The article reports that "some ne twork teachers merely worked on surface procedures, but those who focused on pri nciples showed a deeper understanding." Interviews with 23 network teachers informed this analysis.
"Evaluations of phase one show that some ne twork teachers merely worked on surface procedures, but those who focused on pri nciples showed a deeper understanding."
Discussion¶
Related Claims¶
- Scaling up educational innovation requires attention to breadth of use, depth of understanding, sustainability, and teachers' ability to refine the innovation
- Faculty testing of AI chatbots on real student homework found feedback quality uneven, prompting-dependent, and focused on surface features — related
- Productive Failure Improves Conceptual Learning — related
- Correct and complete exemplar supports produced greater improvement in preservice teachers' fraction comparison explanations than supports displaying common misconceptions and errors — related
- Explicitly unfolding higher-order contributions into lower-order concept elements produces deeper conceptual learning opportunities than jumping directly to procedure — related
- Students perceived online lab exercises as more effective when instructors were present online and used scaffolds and probes directing attention to key procedure aspects — related
- Correct exemplars supported greater detection and correction of errors and omissions in explanations than a list of steps focused on structural aspects — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
principle-focused-teachers-deeper-understanding |
title |
Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects |
description |
Teachers who focused on knowledge-building principles showed deeper understanding than those focused on surface procedures or technical aspects |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chan-2011 |
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