Scaffolded third-graders outperformed control students on reasoning based on irrelevant evidence after instruction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The experimental condition scored higher than the control condition on posttest reasoning from irrelevant events (d = 0.49). → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 q3 i2 The gain from pretest to posttest on irrelevant-evidence reasoning was larger in the experimental condition (gain d = 0.73). → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 (2)

q2 i? In the general additive model, condition was a significant predictor of posttest irrelevant-evidence reasoning scores, with an estimate of 0.2 points. → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023

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

q3 · i2 · causal · r?

Descriptive statistics (Table 1) from the final sample of N = 143 third-graders in the two intervention conditions, reporting percentage of solved irrelevant-evidence items. The experimental condition posttest mean of 0.71 exceeded the control mean of 0.54, with Cohen's d = 0.49 and a bootstrapped 95% CI of "[0.12; 0.85]".

"Posttest irrelevant 0.71 0.32 0.54 0.38 0.49 [0.12; 0.85]"

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

q3 · i2 · causal · r2

The same Table 1 descriptives report the pretest-to-posttest gain on irrelevant-evidence items as 0.44 in the experimental condition versus 0.18 in the control condition, Cohen's d = 0.73 with 95% CI "[0.34; 1.13]".

"Irrelevant gain 0.44 0.37 0.18 0.33 0.73 [0.34; 1.13]"

Discussion¶

Related Claims¶

• Scaffolding enabled students' inhibition ability to contribute to learning reasoning from irrelevant events: inhibition predicted posttest scores only under the experimental condition — related
• Scaffolding mitigated the limiting effect of low prior knowledge: prior knowledge predicted posttest irrelevant-evidence reasoning only under the control condition — related
• Latent transition analysis extracted four ability-profiles of hypothesis-based reasoning across affirmative, refuting, and irrelevant evidence — related
• 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 — 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 — a broader claim this one bears on
• Explicit CT instruction combined with practice improves students' unbiased reasoning on instructed and practiced heuristics-and-biases items from pretest to immediate posttest — related