Exploring the deeplevel reasoning questions effec

Authors: Barry Gholson Amy Witherspoon Brent Morgan Joshua K Brittingham Robert Coles Arthur C Graesser Jeremiah Sullins Scotty D Craig

Publish Date: 2008/09/12

Volume: 37, Issue: 5, Pages: 487-493

PDF Link

Abstract

This paper tested the deeplevel reasoning questions effect in the domains of computer literacy between eighth and tenth graders and Newtonian physics for ninth and eleventh graders This effect claims that learning is facilitated when the materials are organized around questions that invite deepreasoning The literature indicates that vicarious learners in college student populations show greater pretest to posttest learning gains when presented with deeplevel reasoning questions before each content sentence than when deeplevel questions are omitted or when learners interact with an intelligent tutoring system This effect holds for vicarious learners across grade levels and domainsThis research was supported by the Institute for Education Sciences IES Grant R305H0R0169 The tutoring Research Group TRG at the University of Memphis is an interdisciplinary research team composed of approximately 35 researchers from psychology computer science physics and education http//wwwautotutororg The research on AutoTutor was supported by National Science Foundation SBR 9720314 REC 0106965 ITR 0325428 and the DOD Multidisciplinary University Research Initiative MURI administered by ONR under grant N000140010106 Any opinions findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of IES DOE DOD ONR or NSF

Keywords: