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ERIC Number: EJ831569
Record Type: Journal
Publication Date: 2009-Apr
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-0965
It Pays to Compare: An Experimental Study on Computational Estimation
Star, Jon R.; Rittle-Johnson, Bethany
Journal of Experimental Child Psychology, v102 n4 p408-426 Apr 2009
Comparing and contrasting examples is a core cognitive process that supports learning in children and adults across a variety of topics. In this experimental study, we evaluated the benefits of supporting comparison in a classroom context for children learning about computational estimation. Fifth- and sixth-grade students (N = 157) learned about estimation either by comparing alternative solution strategies or by reflecting on the strategies one at a time. At posttest and retention test, students who compared were more flexible problem solvers on a variety of measures. Comparison also supported greater conceptual knowledge, but only for students who already knew some estimation strategies. These findings indicate that comparison is an effective learning and instructional practice in a domain with multiple acceptable answers. (Contains 2 figures and 6 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H050179
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED532215