PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (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? Loibl and Rummel (2014), as reported in the 2025 CID framework article, found a significant interaction: PS-I was superior to I-PS for conceptual knowledge only when the instruction built on student solutions. → Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel 2025
Evidence¶
Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel 2025¶
Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel. (2025). CID: a framework for the cognitive analysis of composite instructional designs. Instructional Science. https://doi.org/10.1007/s11251-024-09665-9
q2 · framework article reporting an earlier experiment · i? · theoretical · r3
Framework article (Loibl, Leuders, Glogger-Frey & Rummel, 2025) that reports and interprets the earlier experiment by Loibl and Rummel (2014), which implemented all four conditions (PS-I and I-PS, each with and without building on student solutions). The article reports the significant interaction and that PS-I with student solutions outperformed I-PS with student solutions, which outperformed the two standard-instruction conditions, with no significant difference between the latter two.
"They found a significant interaction insofar as the PS-I sequence was only superior to I-PS in terms of acquiring conceptual knowledge (K 2) when the instruction (I 2) was building on student solutions."
Discussion¶
Related Claims¶
- PS-I fosters learning only if specific design features (contrasting cases or building instruction on student solutions) are implemented — a broader claim this one bears on
- PS-I research demonstrates beneficial effects on conceptual knowledge and knowledge transfer relative to I-PS — related
- PS-I effects did not replicate in all domains: null sequence effects in Bayesian reasoning, javelin throwing, and inquiry-skill sequencing — reports the opposite
- PS-I instructional designs can improve conceptual understanding and transfer when design principles are met — a broader claim this one bears on
- No significant interaction between order of phases and type of instruction on conceptual knowledge in the Bayesian-reasoning replication — reports the opposite
- Including typical student solutions in explicit instruction showed no significant effect on conceptual knowledge in the Bayesian-reasoning replication — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ps-i-superior-only-with-student-solutions |
title |
PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions |
description |
PS-I sequence outperforms I-PS on conceptual knowledge only when instruction builds on student solutions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — katharina-loibl-timo-leuders-inga-glogger-frey-nikol-rummel-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.