000			02579nam a2200253Ia 4500
008			180926s2017 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aStoel, Gerhard L.
245		4	_aThe effects of explicit teaching of strategies, second-order concepts, and epistemological underpinnings on students' ability to reason causally in history / _cGerhard L. Stoel, Jannet P. van Drie, Carla A. M. van Boxtel
260			_cApril 2017
336			_atext
337			_aunmediated
338			_avolume
440			_n109 : 3, page 321-337 _aJournal of Educational Psychology
520			_aThis 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			_aPsychology.
650			_aEpistemological beliefs.
650			_aExplicit teaching.
650			_aHistorical reasoning.
650			_aHistory instruction.
650			_aInstructional design.
942			_2lcc _cA
998			_c82374 _d140737
999			_c78916 _d78916