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ERIC Number: EJ1039425
Record Type: Journal
Publication Date: 2013-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0020-4277
Relevant Prior Knowledge Moderates the Effect of Elaboration during Small Group Discussion on Academic Achievement
Van Blankenstein, Floris M.; Dolmans, Diana H. J. M.; Van der Vleuten, Cees P. M.; Schmidt, Henk G.
Instructional Science: An International Journal of the Learning Sciences, v41 n4 p729-744 Jul 2013
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A