Scaffolding mitigated the limiting effect of low prior knowledge: prior knowledge predicted posttest irrelevant-evidence reasoning only under the control condition¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Prior knowledge significantly predicted posttest reasoning from irrelevant events in the control condition (F = 4.39, p < 0.001) but not in the experimental condition (F = 0.4, p = 0.054). → Hanna Grimm · Peter A. Edelsbrunner · Kornelia Möller 2023 q2 i? Under the control condition, students starting in the low profile tended to remain there or move only to intermediate, while students already in intermediate or full profiles stayed in their initial profiles. → 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 · r2

General additive model results (Table 4) for the control condition smooth term of prior knowledge on posttest irrelevant-evidence reasoning, edf = 1.93, F = 4.39, p < 0.001; the corresponding experimental-condition row reads "Prior knowledge (experimental condition) 1.1.0 0.4 0.054", indicating no significant prior-knowledge effect under scaffolding.

"Prior knowledge (control condition) 1.93 4.39 < 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?

Latent transition analysis of the 70 control-condition students: students in the low profile mostly moved to intermediate (13%, n = 9) or stayed (9%, n = 6), and higher-profile students were static — consistent with prior knowledge limiting gains without the additional scaffold.

"Finally, all students (46%; n = 32) who already showed the intermediate profile or the full profile before the instruction stayed in their initial profiles."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• The general additive model estimated a main effect of intervention condition on posttest reasoning from irrelevant events — 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
• 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
• Latent transition analysis extracted four ability-profiles of hypothesis-based reasoning across affirmative, refuting, and irrelevant evidence — related