The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning

Autor/inn/en	Thurn, Christian; Nussbaumer, Daniela; Schumacher, Ralph; Stern, Elsbeth
Titel	The Role of Prior Knowledge and Intelligence in Gaining from a Training on Proportional Reasoning
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 31 (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Thurn, Christian)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Prior Learning; Intelligence; Training; Logical Thinking; Abstract Reasoning; Elementary School Students; Grade 4; Grade 5; Mathematical Concepts; Problem Solving; Mathematics Achievement; Physics; Foreign Countries; Cognitive Tests; Mathematics Tests; Mathematical Models; Switzerland; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Vorkenntnisse; Intelligenz; Klugheit; Ausbildung; Abstraktes Denken; Denken; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Problemlösen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Physik; Ausland; Kognitiver Fähigkeitstest; Mathematical model; Mathematisches Modell; Schweiz
Abstract	We explored the mediating role of prior knowledge on the relation between intelligence and learning proportional reasoning. What students gain from formal instruction may depend on their intelligence, as well as on prior encounters with proportional concepts. We investigated whether a basic curriculum unit on the concept of density promoted students' learning in a training on proportional reasoning. A 2 × 2 design with the factors basic curriculum unit (with, without) and intervention context to introduce proportional reasoning (speed, density) was applied in two consecutive, randomized classroom studies (N1 = 251, N2 = 566 fourth- and fifth-graders; 49%/56% female). We controlled for intelligence and mathematical achievement. We expected the combination of having received the basic curriculum unit on floating and sinking and proportional reasoning introduced via density (a familiar problem-solving context for this group) to be especially favorable. Whereas this hypothesis was not supported, we showed that mathematical achievement mediated the relation between intelligence and proportional reasoning and enabled learners to better exploit the learning opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01