There is strong evidence that prompting learners to explain leads to greater conceptual knowledge, procedural knowledge and procedural transfer when knowledge is assessed immediately after the learnin

The gap

Consensus across the literature

Supporting evidence — 3 representative gaps

• Stereotypes as Social Concepts (1957) · doi

  It is plain that a vast amount of knowledge remains to be obtained regard- ing the learning processes involved. T h i s point leads to the whole matter of concept-acquisition, about which a great deal remains to be learned, especially in the early years of life and especially in the area of intensional properties.

  Keywords: remains especially plain vast amount knowledge obtained regard learning processes involved point leads whole matter
• Some psychological and educational limitations of learning by discovery (1964) · doi

  In the meantime he is limited to an intuitive, subverbal kind of understanding of these concepts; and even though convincing empirical evidence is still lacking, it is reasonable to suppose that preliminary acquisition and utilization of this subverbal level of insight both facilitates learning and transferability, and promotes the eventual emergence of full verbal understanding.

  Keywords: subverbal understanding meantime limited intuitive kind concepts even though convincing empirical evidence still lacking reasonable
• Encouraging students to explain their ideas when learning mathematics: A psychological perspective (2024) · doi

  There is strong evidence that prompting learners to explain leads to greater conceptual knowledge, procedural knowledge and procedural transfer when knowledge is assessed immediately after the learning session; there is limited evidence for greater procedural transfer after a delay.

  Keywords: knowledge procedural there evidence greater transfer strong prompting learners explain leads conceptual assessed immediately learning