Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2023 · 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? Learners who used multiple-choice reflection prompts frequently showed a better strategic problem-solving approach and a larger conceptual understanding, and self-reported effort regulation was positively related to both outcomes. → Joep van der Graaf 2023
Evidence¶
Joep van der Graaf 2023¶
Joep van der Graaf, Michelle Taub, Yizhou Fan. (2023). Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09364-9
q2 · i? · review · r2
The introduction reports, citing Sijmkens et al. (2023), a study with university physics students given a digital learning companion after solving textbook problems; the companion scaffolded reflection via discipline- and topic-specific multiple-choice prompts and provided feedback on learners' reflections. No effect sizes are printed.
"Learners who used the prompts frequently showed a better strategic problem-solving approach and a larger conceptual understanding. Self-reported effort regulation was positively related to both strategic problem-solving and conceptual understanding."
Discussion¶
Learner Variables¶
- Problem Solving — outcome: instruction changes it
Related Claims¶
- Prompting learners to self-explain improves understanding and problem solving on immediate tests by a moderate average amount, with little evidence yet on delayed or classroom gains. — a broader claim this one bears on
- Explaining one's own potentially incorrect ideas can reduce learning, while explaining known-correct content supports it — related
- Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum — related
- Completing the topic-specific reflection module on angular momentum yielded a larger effect on strategic approach than completing other modules alone — related
- Topic-specificity of reflection modules is not essential for developing strategic approach, unlike for conceptual understanding — related
- Completion of the angular momentum reflection module is the first significant predictor of conceptual understanding of the related exam problem — related
- Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reflective-prompts-frequency-problem-solving |
title |
Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding |
description |
Frequent use of reflective prompts related to better strategic problem-solving and conceptual understanding |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — joep-van-der-graaf-2023 |
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