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ERIC Number: EJ1172741
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
Withholding Answers during Hands-On Scientific "Investigations"? Comparing Effects on Developing Students' Scientific Knowledge, Reasoning, and Application
Zhang, Lin
International Journal of Science Education, v40 n4 p459-469 2018
As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach 'withholding answers' from 'hands-on' investigation tasks. The present study examined students' learning of light-related content through three conditions: 'hands-on' + no 'withholding' (hands-on only: HO), 'hands-on' + 'withholding' (hands-on investigation with answers withheld: HOW), and no 'hands-on' + no 'withholding' (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N = 136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students "in this condition" also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide "important contributions regarding" issues relating to withholding answers during guided scientific inquiry.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rhode Island