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Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics
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ISAIJLS Volume 37, Number 5, ISSN 0020-4277

Abstract

This paper tested the deep-level 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 deep-reasoning. The literature indicates that vicarious learners in college student populations show greater pretest to posttest learning gains when presented with deep-level reasoning questions before each content sentence, than when deep-level questions are omitted, or when learners interact with an intelligent tutoring system. This effect holds for vicarious learners across grade levels and domains.

Citation

Gholson, B., Witherspoon, A., Morgan, B., Brittingham, J.K., Coles, R., Graesser, A.C., Sullins, J. & Craig, S.D. (2009). Exploring the Deep-Level Reasoning Questions Effect during Vicarious Learning among Eighth to Eleventh Graders in the Domains of Computer Literacy and Newtonian Physics. Instructional Science: An International Journal of the Learning Sciences, 37(5), 487-493. Retrieved October 19, 2019 from .

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