Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.
Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.
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在成绩较高和成绩较低的课堂上学习变量控制策略：明确教学和实验的贡献。
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
B. Freer
中科院分区：
文献类型：
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作者：
R. Lorch;E. Lorch;William J. Calderhead;Emily E. Dunlap;Emily C. Hodell;B. Freer
对36个四年级班级的学生（n = 797）进行了实验设计的变量控制策略教学。在指导条件下，课程以互动讲座的形式授课。在操纵条件下，学生们分组设计和运行实验，以确定四个变量的影响。在这两种情况下，班级都接受互动讲座，并设计和运行实验。我们使用书面测试来评估学生区分有效和无效实验比较的能力。在所有条件下，该测试的表现从测试前到测试后都有所改善，并且在5个月的延迟中保持增益。对于来自高水平学校和低水平学校的学生，收益顺序如下：b>指导b>操纵。然而，来自高成就学校的学生在所有条件下都表现出更大的进步。项目分析表明，互动讲座提高了学生对控制无关变量需求的理解，实验提高了学生对改变焦点变量需求的理解。
Students (n = 797) from 36 4th-grade classrooms were taught the control of variables strategy for designing experiments. In the instruct condition, classes were taught in an interactive lecture format. In the manipulate condition, students worked in groups to design and run experiments to determine the effects of four variables. In the both condition, classes received the interactive lecture and also designed and ran experiments. We assessed students' understanding using a written test of their ability to distinguish valid from invalid experimental comparisons. Performance on this test improved from the pretest to the immediate posttest in all conditions, and gains were maintained at a 5-month delay. For students from both higher and lower achieving schools, gains ordered as follows: both > instruct > manipulate. However, students from higher achieving schools showed greater gains in all conditions. Item analyses showed that the interactive lecture improved students' understanding of the need to control irrelevant variables, and experimentation improved students' understanding of the need to vary the focal variable.
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D