Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

Autor/inn/en	Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.
Titel	Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms
Quelle	In: Journal of Educational Psychology, 106 (2014) 1, S.18-35 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034375
Schlagwörter	Science Instruction; Teaching Methods; Elementary School Science; Elementary School Students; Grade 4; Science Experiments; Science Tests; Science Achievement; Scientific Concepts; Pretests Posttests; Instructional Effectiveness; Inquiry; Transfer of Training; Kentucky + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Training; Transfer; Ausbildung
Abstract	Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an intervention that used examples of invalid designs to explain the logic of CVS (Invalid condition); an intervention that used examples of valid designs to explain CVS (Valid condition); and a control condition, in which no explicit instruction was provided until after an immediate posttest. The relative effectiveness of the teaching interventions depended jointly on school achievement level and the type of learning assessment. For students from lower achieving schools, the Valid and Invalid condition were similarly effective and both were superior to the Control condition on an immediate posttest of near transfer. However, only the Invalid condition resulted in better performance than the Control condition on immediate and delayed posttests of intermediate and far transfer. For students from higher achieving schools, the Valid and Invalid conditions were equally effective on the near and intermediate transfer tests. However, on the far transfer test, the Invalid condition was superior to the Valid condition which, in turn, was superior to the Control condition. The pattern of superiority of the Invalid over the Valid condition is attributed to the emphasis in the Invalid condition on the rationale for controlling irrelevant variables. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01