Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement |
| |
Authors: | Floris M Van Blankenstein Diana H J M Dolmans Cees P M Van der Vleuten Henk G Schmidt |
| |
Institution: | 1. Department of Educational Research and Development, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands 2. Erasmus University Rotterdam, P.O. Box 1738, Woudestein, 3000 DR, Rotterdam, The Netherlands
|
| |
Abstract: | This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a distraction task after each question. They received either relevant or irrelevant prior knowledge before the discussion. After the discussion, all participants studied a text about thunder and lighting and completed immediate and delayed-recall tests for this text. Elaboration had no main effect on recall, but there was a significant interaction effect between relevant prior knowledge and elaboration. The results suggest that elaboration is helpful for students with more prior knowledge, but harmful for students with less prior knowledge. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|