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ERIC Number: EJ1039461
Record Type: Journal
Publication Date: 2014-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-0020-4277
Children's Acquisition and Use of the Control-of-Variables Strategy: Effects of Explicit and Implicit Instructional Guidance
Lazonder, Ard W.; Egberink, Angelique
Instructional Science: An International Journal of the Learning Sciences, v42 n2 p291-304 Mar 2014
Direct instruction is a proven effective method to strengthen children's ability to design unconfounded experiments using the control-of-variables strategy (CVS). Recent research suggests that task segmentation can also promote children's use of this strategy. The present study investigated this assumption by comparing the relative effectiveness of both instructional approaches in elementary science classes. Children in the direct instruction condition (n = 22) were taught the CVS prior to investigating a multivariable inquiry task. Children in the task structuring condition (n = 23) were not, but received a segmented version of the inquiry task that addressed the variables in successive order. Children in the control condition (n = 22) investigated the multivariable inquiry task without additional support. Comparison among these three conditions revealed that task structuring equals direct instruction in effectiveness to promote children to use the CVS and draw valid inferences, and that either type of guidance is more effective than unguided inquiry learning. However, as children's knowledge of the CVS improved as much in either condition, more practice seems needed for children to take full advantage of both instructional approaches.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A