Teaching reflective questioning or using graphical representations improves procedural and conceptual knowledge across diverse populations¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reflective questioning showed positive effects on procedural and conceptual knowledge compared to studying solved problems in small groups, and on procedural knowledge compared to regular instruction. → Star 2015

Evidence¶

Star 2015¶

Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students (NCEE 2015-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/20

q2 · i? · review · r3

The guide's summary of the two of six studies that taught reflective questioning, one method of focusing on structure. Both comparisons favored reflective questioning; no effect sizes are printed in the guide.

"One study showed positive effects on procedural and conceptual knowledge for reflective questioning compared to having students study solved problems in small groups, and the other study showed positive effects on procedural knowledge, for reflective questioning compared to regular instruction without reflective questioning."

Discussion¶

Related Claims¶

• Questioning Strategies Improve Learning — the general claim this finding bears on, with the studies behind it

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it

• Productive Failure Improves Conceptual Learning — related
• Comparing cases side by side improves learning and transfer by a moderate average amount, though in one algebra study it raised procedural knowledge and flexibility but not conceptual knowledge — related
• Strategy Instruction Improves Learning — a broader claim this one bears on
• 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. — related
• Drawing improves STEM learning by a small-to-moderate amount over not drawing and over other active study strategies, in one meta-analysis — related
• After-school setting offered richer activity diversity, dialogue, and peer interaction than regular classrooms — related
• Alternative-strategy practices are most effective for improving procedural flexibility, with weaker evidence for conceptual and procedural knowledge — related
• Studying solved problems improves algebra achievement compared to solving practice problems alone, though the evidence base is rated minimal and one study found negative effects — related
• No testing effect was found for acquiring problem-solving skills through worked example study across eight experiments — related