Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Descriptive data showed low self-explanation performance on the faded double-content examples. → Jasmin Lilian Bauersfeld 2025
Evidence¶
Jasmin Lilian Bauersfeld 2025¶
Jasmin Lilian Bauersfeld, Bernadette Gold. (2025). Complete or faded double-content examples of video-based analyses: How do they impact student teachers' professional vision of classroom management? Instructional Science. https://doi.org/10.1007/s11251-025-09738-3
q3 · i? · causal · r2
IG2 student teachers submitted solutions to the faded double-content examples from time blocks 2 (n = 58) and 3 (n = 60); raters coded whether they identified the correct expertise-related aspects (κ = .89), and descriptive statistics indicated widespread struggle.
"Descriptive statistics indicated that student teachers struggled to self-explain the expert features from the double-content examples (see Fig. 6)."
Discussion¶
Related Claims¶
- Studying double-content examples before video-based analyses hindered student teachers' noticing and reasoning compared to studying without them — related
- Complete and faded double-content examples did not differentially affect student teachers' professional vision — related
- Self-explanations from faded double-content examples did not predict change in professional vision, with two isolated exceptions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
struggled-self-explain-faded-examples |
title |
Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses |
description |
Student teachers struggled to self-explain expert features from faded double-content examples and to transfer them to their analyses |
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 — jasmin-lilian-bauersfeld-2025 |
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