Elementary students showed the same types of learning patterns across well- and ill-structured science tasks despite the differing task demands¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Despite the assumption that different task types call for different strategies, the twelve students illustrated the same types of learning patterns across the two tasks. → Azevedo 2014

Evidence¶

Azevedo 2014¶

Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9, 217–228. https://doi.org/10.1007/s11409-014-9123-1

q2 · i? · review · r2

The commentary reports, citing Malmberg et al., that although task types were expected to shape strategy use, "the students illustrated the same types of learning patterns across the two tasks" in the gStudy science lessons.

"However, the students illustrated the same types of learning patterns across the two tasks."

Discussion¶

Related Claims¶

• Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students — reports the opposite
• Elementary school students solving science tasks in gStudy provided in-depth task solutions and adapted to task complexity — related