The Relative Effectiveness of Different Active Learning Implementations in Teaching Elementary School Students How to Design Simple Experiments

Autor/inn/en	Martella, Amedee Marchand; Klahr, David; Li, Weiling
Titel	The Relative Effectiveness of Different Active Learning Implementations in Teaching Elementary School Students How to Design Simple Experiments
Quelle	In: Journal of Educational Psychology, 112 (2020) 8, S.1582-1596 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martella, Amedee Marchand) ORCID (Li, Weiling) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000449
Schlagwörter	Elementary School Students; Grade 3; Grade 4; Design; Science Experiments; Science Instruction; Instructional Effectiveness; Hands on Science; Direct Instruction; Demonstrations (Educational); Teacher Guidance; Active Learning; Inquiry; Curriculum Implementation; Private Schools; Charter Schools; Transfer of Training + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtserfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lehrerberatung; Aktives Lernen; Private school; Privatschule; Charter school; Charter-Schule; Training; Transfer; Ausbildung
Abstract	"Active learning" has been used to describe classrooms that have varied widely with respect to instructional topics, age of learners, and the procedures used to operationalize the general notion of the term. In most cases, the specific variant of active learning under investigation has been more effective than the particular control used for comparison. The goal of the current study was to unambiguously describe, implement, and assess 4 different active learning implementations that varied based on the instructional technique employed by the teacher. The specific topic taught was the procedure for constructing experiments in which a single causal factor is clearly identified and there are no confounds. The procedure is commonly known in the literature on early scientific thinking as the "control of variables strategy" (CVS). The sample consisted of 145 3rd- and 4th-grade students from 3 schools. Students in each grade at each school were randomly assigned to 1 of 4 active learning conditions. Learning of CVS was measured through a hands-on, active learning activity and a written pre- and posttest. Results indicated that compared to minimal guidance/minimal guidance/activity, modeling/direct guidance/activity resulted in significantly higher levels of CVS knowledge on the hands-on activity. When examining student learning from pre- to posttest, students in all conditions had significant learning gains. However, the largest effect sizes were for modeling/direct guidance/activity followed by modeling/modeling/activity, and the weakest effect size was for minimal guidance/minimal guidance/activity. Thus, more direct/explicit forms of active learning promoted higher learning of CVS than more inquiry-based forms. (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	2024/1/01