Kit+TA students spontaneously transferred the TA's hierarchical spatial organization to open-ended post-test answers, unlike Kit-Only students¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? 13 percent of Kit+TA students versus none of the Kit-Only students spontaneously incorporated hierarchy-relevant spatial information on added-value item 2, χ²(1, N=150) = 8.2, p = .004. → Doris B. Chin 2013

Evidence¶

Doris B. Chin 2013¶

Doris B. Chin, Ilsa M. Dohmen, and Daniel L. Schwartz. (2013). Young Children Can Learn Scientific Reasoning with Teachable Agents. IEEE Transactions on Learning Technologies. https://doi.org/10.1109/TLT.2013.24

q3 · i? · causal · r1

Coding of spontaneous spatial/hierarchical content in answers to open-ended added-value item 2. The article reports the contrast between conditions with χ² ð1; N ¼ 150Þ¼ 8:2; p ¼ 0:004; no effect size is printed.

"None of the Kit-Only students incorporated spatial information in their answers, whereas 13 percent of Kit- TA students did, /C31 2ð1; N ¼ 150Þ¼ 8:2; p ¼ 0:004."

Discussion¶

Related Claims¶

• Adding a teachable agent to the standard science curriculum improved fourth-graders' learning gains on both curriculum tests and researcher-designed hierarchical reasoning tests — a broader claim this one bears on
• A hierarchical internal knowledge organization facilitates performance on complex recall and problem-solving tasks more than a single-level organization of the same knowledge — a broader claim this one bears on
• Information at higher levels of an acquired hierarchical organization is recalled better than information at lower levels — related
• Free-response LOA techniques produce high non-response rates because many respondents answer in non-hierarchical or uncodable terms — related
• The treatment-by-time interaction was significant, and results replicated across both yearly cohorts for both measures — related
• Before instruction, control students started significantly higher on basic-value measures, yet were overtaken after instruction — related