Teacher-judged logical reasoning combined with prior knowledge to predict learning only under the control condition; scaffolding almost fully diminished the disadvantage of lower logical reasoning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r? · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The prior knowledge × logical reasoning interaction was significant in the control condition (F = 0.96, p = 0.001) but not in the experimental condition (F = 0.06, p = 0.190). → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 q2 i? Logical reasoning alone showed no significant relation to posttest irrelevant-evidence reasoning in either condition. → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 (2)

Evidence¶

Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023¶

Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller. (2023). Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning. Instructional Science. https://doi.org/10.1007/s11251-022-09601-9

q2 · i? · causal · r?

General additive model results (Table 4); the corresponding experimental-condition row reads "Prior knowledge*logical reasoning (experimental condition) 0.41 0.06 0.190", so the interaction of preconditions was present only without scaffolds.

"Prior knowledge*logical reasoning (control condition) 3.07 0.96 0.001"

Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 (2)¶

Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller. (2023). Accommodating heterogeneity: the interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning. Instructional Science. https://doi.org/10.1007/s11251-022-09601-9

q2 · i? · causal · r?

General additive model main smooth term for teacher-judged logical reasoning in the control condition (edf = 0.00, F = 0.00, p = 0.653); the experimental-condition row similarly shows "Logical reasoning (experimental condition) 0.00 0.00 0.473".

"Logical reasoning (control condition) 0.00 0.00 0.653"

Discussion¶

Related Claims¶

• The general additive model estimated a main effect of intervention condition on posttest reasoning from irrelevant events — related
• Scaffolding mitigated the limiting effect of low prior knowledge: prior knowledge predicted posttest irrelevant-evidence reasoning only under the control condition — related
• Scaffolding enabled students' inhibition ability to contribute to learning reasoning from irrelevant events: inhibition predicted posttest scores only under the experimental condition — related
• BKT scaffolding significantly benefits low prior knowledge students, who outperformed low prior knowledge controls — related
• Adaptive scaffolding policies (BKT and DRL) significantly improve posttest performance over a non-adaptive control in a logic ITS — related
• All training policies narrowed the prior-knowledge achievement gap from pretest to posttest, with BKT achieving the largest reduction (77.1%) — related