MARC details
| 000 -LEADER |
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02579nam a2200253Ia 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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180926s2017 xx 000 0 und d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
MANILA TYTANA COLLEGES LIBRARY |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Stoel, Gerhard L. |
| 245 #4 - TITLE STATEMENT |
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| Title |
The effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students' ability to reason causally in history / |
| Statement of responsibility, etc. |
Gerhard L. Stoel, Jannet P. van Drie, Carla A. M. van Boxtel |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Date of publication, distribution, etc. |
April 2017 |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Number of part/section of a work |
109 : 3, page 321-337 |
| Title |
Journal of Educational Psychology |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and epistemological underpinnings connected to causal reasoning in history. In a randomized pretest-posttest design (N = 95), with a treatment and a control condition, effects of explicit teaching were investigated on students' (a) second-order and strategy knowledge, (b) their epistemological beliefs, and (c) their ability to construct a causal explanation, as well as (d) their topic knowledge, and (e) their individual interest. Results show that students in the experimental group scored significantly higher at the posttest on knowledge of causal-reasoning strategies and second-order concepts (sr² = .09), attributed a significantly higher value to criterialist epistemological beliefs (sr² = .04), and reported a higher individual interest (sr² = .02). We found no differences between conditions in the overall quality of students' written explanations. However, the experimental group scored significantly higher on 1 core criterion, that is, the "use of second-order language and causal connections" (sr² = .06). No differences were found on first-order knowledge. Furthermore, self-reports on learning gains and correlational analysis were applied to explore the interrelatedness of second-order and strategy knowledge, epistemological beliefs, student's ability to construct a causal explanation, topic knowledge, and individual interest. |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Psychology. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Epistemological beliefs. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Explicit teaching. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Historical reasoning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
History instruction. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Instructional design. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Articles |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
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| Cataloger's initials, CIN (RLIN) |
82374 |
| First Date, FD (RLIN) |
140737 |
