Sense-making-first preparation supports learning more strongly than fluency-first because conceptual intermediate knowledge alters second-phase learning processes¶
Claim · All claims
Evidence · 1 study · theoreticalr3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Rau et al.'s (2017) two-phase fraction study, the sense-making-first hypothesis was supported but the fluency-first hypothesis was not, for error rates and post-combined-instruction knowledge. → Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel 2025
Evidence¶
Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel 2025¶
Katharina Loibl · Timo Leuders · Inga Glogger-Frey · Nikol Rummel. (2025). CID: a framework for the cognitive analysis of composite instructional designs. Instructional Science. https://doi.org/10.1007/s11251-024-09665-9
q2 · i? · theoretical · r3
Re-analysis of Rau et al.'s (2017) study comparing sense-making-first versus fluency-building-first sequences for representational competencies with fractions. The article reports the study supported the sense-making-first hypothesis "but not the fluency-first hypothesis" on error rates and post-instruction knowledge. The authors' CID analysis attributes the difference to specificity of the preparation mechanism.
"Indeed, the study supports the sense-making-first hypothesis, but not the fluency-first hypothesis, regarding the error rates in the activities as well as the knowledge measured after the combined instructional activities."
Discussion¶
Related Claims¶
- Across two studies that differed in the duration of the initial problem-solving phase, the PS-I versus WS-I transfer advantage reversed — related
- Productive Failure Improves Conceptual Learning — a broader claim this one bears on
- Across studies, high solution rates in the initial problem-solving phase co-occur with beneficial PS-I effects and low rates with no beneficial effects, a cross-study pattern not yet tested in a shared sample — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sense-making-first-preparation-alters-second-phase-processes |
title |
Sense-making-first preparation supports learning more strongly than fluency-first because conceptual intermediate knowledge alters second-phase learning processes |
description |
Sense-making-first preparation supports learning more strongly than fluency-first because conceptual intermediate knowledge alters second-phase learning processes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — katharina-loibl-timo-leuders-inga-glogger-frey-nikol-rummel-2025 |
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