Model of domain learning as the framework for multidimensional explicit teaching in history¶
Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal),q3· 0 of 1 report an effect size · 3 claims rest on one study
Description¶
The article underpins its intervention with the model of domain learning, treating explicit teaching as multidimensional: it "focus[s] on strategies and second-order concepts to generate and verbalize causal explanations and epistemological underpinnings connected to causal reasoning in history". The model motivates measuring knowledge, epistemological beliefs, and interest as interrelated outcomes of domain learning.
Design Implications¶
Context¶
Requirements¶
- Explicit teaching must address multiple dimensions simultaneously: strategies, second-order concepts, and epistemological underpinnings
Constraints¶
- The study applies the framework to causal reasoning in history with 11th-grade students
Target Learners¶
- 11th-grade history students
Learning Goals¶
- Constructing causal explanations in history
- Second-order historical reasoning
- Epistemological understanding of history
Claims¶
- Explicit Teaching Raises Strategy Second Order Knowledge History [+M]
- Explicit Teaching Raises Criterialist Epistemological Beliefs [+M]
- Explicit Teaching Raises Individual Interest History [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Stoel, G.L., van Drie, J.P., & van Boxtel, C.A.M. (2017). The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students' ability to reason causally in history. Journal of Educational Psychology, 109(3), 321-337. https://doi.org/10.1037/edu0000143
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
model-of-domain-learning-explicit-teaching-history |
title |
Model of domain learning as the framework for multidimensional explicit teaching in history |
description |
The article underpins its intervention with the model of domain learning, treating explicit teaching as multidimensional: it "focus[s] on strategies and second-order concepts to generate and verbalize causal explanati... |
status |
review |
generated |
by process:settle-candidates on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — stoel-2017 |
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