Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction versus Task Structuring

Autor/inn/en	Lazonder, Ard W.; Wiskerke-Drost, Sjanou
Titel	Advancing Scientific Reasoning in Upper Elementary Classrooms: Direct Instruction versus Task Structuring
Quelle	In: Journal of Science Education and Technology, 24 (2015) 1, S.69-77 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-014-9522-8
Schlagwörter	Elementary School Science; Thinking Skills; Scientific Methodology; Direct Instruction; Task Analysis; Intervention; Inquiry; Science Activities; Grade 5; Control Groups; Experimental Groups; Research Design; Predictor Variables; Protocol Analysis; Instructional Effectiveness; Instructional Innovation; Teaching Methods; Educational Practices; Educational Strategies + Suchen Sie Ihr Suchwort? Denkfähigkeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Aufgabenanalyse; School year 05; 5. Schuljahr; Schuljahr 05; Forschungsdesign; Prädiktor; Unterrichtserfolg; Educational Innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Lehrstrategie
Abstract	Several studies found that direct instruction and task structuring can effectively promote children's ability to design unconfounded experiments. The present study examined whether the impact of these interventions extends to other scientific reasoning skills by comparing the inquiry activities of 55 fifth-graders randomly assigned to one of three conditions. Children in the control condition investigated a four-variable inquiry task without additional support. Performance of this task in the direct instruction condition was preceded by a short training in experimental design, whereas children in the task structuring condition, who did not receive the introductory training, were given a version of the task that addressed the four variables one at a time. Analysis of children's experimentation behavior confirmed that direct instruction and task structuring are equally effective and superior to unguided inquiry. Both interventions also evoked more determinate predictions and valid inferences. These findings demonstrate that the effect of short-term interventions designed to promote unconfounded experimentation extends beyond the control of variables. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01