![]() ![]() But what does it mean to understand something? It might be argued that understanding something can be measured by the ability to explain it. In addition, understanding is a central goal in the sciences, which makes it only natural that education should focus on understanding. According to Baumberger, Beisbart and Brun it is crucial to think about what understanding entails, because it appears to be ‘a central good that we try to realize when we think about the world’, which surpasses knowledge as such. Understanding can be seen as one of the primary goals of education. van Rijt.Ĭompeting interests: The authors have declared that no competing interests exist. Data can also be found on the OSF repository at: DOI 10.17605/OSF.IO/EGKJD ( ).įunding: YES The research from this article was funded by the Netherlands Organisation of Scientific Research (NWO) under grant number 023.009.034, awarded to Jimmy H.M. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.ĭata Availability: All relevant data are within the paper and its Supporting Information files. ![]() Received: JAccepted: JanuPublished: February 3, 2022Ĭopyright: © 2022 van Rijt et al. PLoS ONE 17(2):Įditor: Christina Manouilidou, University of Ljubljana, SLOVENIA We discuss these findings in relation to previous work and conclude that linguistic metaconcepts can improve L1 grammatical understanding.Ĭitation: van Rijt J, Myhill D, De Maeyer S, Coppen P-A (2022) Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study. Additional qualitative analyses of in-intervention tasks provided further evidence for the effectiveness of metaconceptual interventions, and seemed to indicate that cases of blind concept use, rather than being a negative side effect, might actually be part of a gradual process of students’ growing understanding of grammatical (meta)concepts. No evidence for increased ‘blind’ concept use as a negative byproduct of the intervention was found. The study found a similar effect of the intervention on students’ ability to use explicit grammatical concepts over everyday concepts in tackling grammatical problems. ![]() ![]() Bayesian multivariate analyses indicate medium to large effects from the metaconceptual intervention on students’ grammatical understanding. The current study, involving 196 Dutch 14-year old pre-university students, is a methodological improvement of previous work, adopting a switching replications design. While there are thus important clues that metaconceptual grammar teaching may lead to increased grammatical understanding, there is a great need for more robust empirical research. Previous research, involving single group pre-postintervention designs, found positive effects for metaconceptual interventions on secondary school students’ grammatical reasoning ability, although a negative side effect seemed to be that some students started using grammatical concepts ‘blindly’ (i.e., in an inaccurate way). This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) students’ L1 grammatical understanding, (b) their ‘blind’ use of grammatical concepts and (c) their preference of using explicit grammatical concepts over everyday concepts in explaining grammatical problems. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |