The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History

@article{Stoel2017TheEO,
  title={The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students’ Ability to Reason Causally in History},
  author={Gerhard Stoel and Jannet van Drie and Carla van Boxtel},
  journal={Journal of Educational Psychology},
  year={2017},
  volume={109},
  pages={321–337}
}
This 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… 

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