In an exploratory study with 478 fifth and sixth graders, children with prompts available showed a more active and effective inquiry process than children without, with ability-related differences in prompt use¶
Claim · All claims
Evidence · 1 study · designr3·q2
Currency · newest study 2020 · checked against its sources 2026-10-29 (automated, 1 of 1 entry) · 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? Children who had support available displayed a more active and effective inquiry process than those who did not, and gifted children used the support frequently whereas average- and low-ability children hardly used it, though their learning process improved when they did. → Tessa H. S. Eysink 2020
Evidence¶
Tessa H. S. Eysink 2020¶
Tessa H. S. Eysink, Alieke M. van Dijk, Ton de Jong. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09754-9
q2 · i? · design · r3
Exploratory study with 478 fifth and sixth graders of three ability levels comparing groups with prompts available to those without; prompt use and inquiry-process quality came from logfiles and domain knowledge from pre-, post-, and retention tests. The article reports that "children who had support available displayed a more active and effective inquiry process than those who did not."
"Results showed that children who had support available displayed a more active and effective inquiry process than those who did not. Moreover, gifted children used the support frequently, whereas average- and low-ability children hardly used it. However, if they did, their learning process improved."
Discussion¶
Learner Variables¶
- General Cognitive Ability — moderator: an instructional effect differs with it
Related Claims¶
- A usability study with 37 fourth to sixth graders showed gifted children needed less support and were satisfied with more abstract prompts, while lower-ability children preferred and needed more concrete instructions — related
- The effectiveness of open-ended prompts varies by grade level and collaboration, with individual written prompts not supporting fifth and sixth grade comprehension but peer discussion and older students' use showing positive outcomes — related
- In a pilot with 155 graders 4–6, children were overwhelmed by a large non-structured set of inquiry assignments and lacked planning skills, leading to a reduced, predefined-schedule assignment set — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
prompts-active-effective-inquiry-ability-differences |
title |
In an exploratory study with 478 fifth and sixth graders, children with prompts available showed a more active and effective inquiry process than children without, with ability-related differences in prompt use |
description |
In an exploratory study with 478 fifth and sixth graders, children with prompts available showed a more active and effective inquiry process than children without, with ability-related differences in prompt use |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-29 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tessa-h-s-eysink-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.