Quantitative experimental results on representational formats left the role of representations in dyad discussion unexplained¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a classroom experiment comparing concept maps, textual summaries, and mathematical equations across individual and dyad settings, some hypotheses were confirmed and others were not, and the explanation was left for speculation. → Gerry Stahl & Friedrich Hesse 2011

Evidence¶

Gerry Stahl & Friedrich Hesse 2011¶

Gerry Stahl & Friedrich Hesse. (2011). Let a hundred flowers bloom; let a hundred schools of thought contend. Computer-Supported Collaborative Learning, 6, 139-145. https://doi.org/10.1007/s11412-011-9118-8

q2 · i? · theoretical · r2

The editorial's account of the Kolloffel, Eysink and de Jong quantitative classroom experiment, in which students in individual and dyad settings were randomly divided across three representational formats with pre- and post-tests. The editorial reports that "some hypotheses were confirmed and others were not" without printed statistics.

"While some hypotheses were confirmed and others were not, the explanation of these results was left for speculation."

Discussion¶

Related Claims¶

• No evidence for a mapping between representational format and enhancement of a specific kind of understanding — related
• Situational knowledge is fostered by collaboration, tool format, and tool-use, with arithmetical format outperforming textual — related
• Representational format produced no significant differences in conceptual or situational knowledge — related