Oversimplifying Teaching of the Control of Variables Strategy

Autor: Robert F Lorch Jr, Elizabeth P. Lorch, Sarah Lorch Wheeler, Benjamin D. Freer, Emily Dunlap, Emily C. Reeder, William Calderhead, Jessica Van Neste, Hung-Tao Chen
Jazyk: English<br />Spanish; Castilian
Rok vydání: 2019
Předmět:
Zdroj: Psicología Educativa: Revista de los Psicólogos de la Educación, Vol 26, Iss 1, Pp 7-16 (2019)
Druh dokumentu: article
ISSN: 1135-755X
2174-0526
DOI: 10.5093/psed2019a13
Popis: Two experiments compared closely related interventions to teach the control of variables strategy (CVS) to fourth-grade students. Over the two experiments, an intervention first developed by Chen and Klahr (1999) was most effective at helping students learn how to design and evaluate single-factor experiments. In Experiment 1, attempts to reduce the cognitive load imposed by Chen and Klahr’s basic teaching intervention actually produced poorer learning and transfer of CVS. In Experiment 2, attempts to simplify Chen and Klahr’s algorithm for teaching students how to set up a valid experimental design also produced poorer learning and transfer of CVS. Both experiments illustrate that oversimplifying a domain or the logic behind controlling variables can undermine the effectiveness of an intervention designed to teach CVS.
Databáze: Directory of Open Access Journals
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