Relevance instructions and guiding questions both improve pre-service teachers' first-order knowledge integration in a reading- and writing-based learning setting with three domain-specific texts¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Experimental condition strongly affected overall integrative vs separative learning performance in essays (ηp2 = 0.269). → Lehmann 2024 q3 i? Prompted groups (RI and GQ) included significantly fewer borrowings from the text sources than the control group. → Lehmann 2024 (2) q3 i? The experimental condition showed a strong effect on elaborations across domains. → Lehmann 2024 (3)

Evidence¶

Lehmann 2024¶

Lehmann, T. (2024). Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers' first- and second-order knowledge integration. Instructional Science. https://doi.org/10.1007/s11251-023-09655-3

q3 · i3 · causal · r2

Three-parallel-group experiment (CG n=27, RI n=28, GQ n=28) with German language pre-service teachers reading CK, PK, and PCK texts and writing an essay. The MANOVA over essay coding measures showed the condition effect the article calls a "strong effect" (ηp2 = 0.269).

"A MANOV A with the different measures indicated that the overall learning performance was affected by the experimental condition, Wilks' λ = 0.535, F(10,152) = 5.584, p < .001, ηp2 = 0.269 (strong effect)."

Lehmann 2024 (2)¶

Lehmann, T. (2024). Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers' first- and second-order knowledge integration. Instructional Science. https://doi.org/10.1007/s11251-023-09655-3

q3 · i? · causal · r2

Post-hoc Tukey comparisons on the separative learning measure borrowings: both prompted groups borrowed less (RI 8.75, GQ 7.68) than control (12.93); the RI–GQ difference was not significant. No effect size is printed for this contrast.

"Tukey's HSD indicated that participants in the RI and GQ group included significantly fewer borrowings from the text sources ( MRI = 8.75; MGQ = 7.68) than participants in the control group (MCG = 12.93)."

Lehmann 2024 (3)¶

Lehmann, T. (2024). Bridging domains: examining the effects of relevance instructions and guiding questions on pre-service teachers' first- and second-order knowledge integration. Instructional Science. https://doi.org/10.1007/s11251-023-09655-3

q3 · i? · causal · r2

Follow-up ANOVA on the integrative measure elaborations across domains in the same three-group experiment; the article reports a strong effect of condition (Welch's F = 25.23), but the printed ηp2 for this finding lies beyond the provided text, so no effect size is reported.

"For the integrative learning performance measures, the results revealed strong effects of the experimental condition on elaborations across domains, Welch' s F(2,51.63) = 25.23"

Discussion¶

Related Claims¶

• Domain-specific knowledge gains from the learning session were large but comparable across the three experimental conditions
• Prompted and control groups show no significant differences in separative elaborations within domains or in additions
• Pre-service teachers' second-order knowledge integration is mediated by their first-order knowledge integration — related
• Questioning Strategies Improve Learning — a broader claim this one bears on
• Pre-reading relevance instructions produce better cued recall for test questions more similar to the instructions than for questions less similar to them — related
• Reflective Practice Improves Outcomes When Structured — related
• Pre-reading relevance instructions did not change reading time on sentences targeted by the questions — related