Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Fourth graders' mean CVS performance in individual interviews rose from 2.7 of 9 (30%) before instruction to 8.7 (97%) after instruction. → Eva Erdosne Toth 2000

Evidence¶

Eva Erdosne Toth 2000¶

Eva Erdosne Toth, David Klahr, and Zhe Chen. (2000). Bridging Research and Practice: A Cognitively Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition and Instruction, 18(4), 423–459. https://doi.org/10.1207/s1532690xci1804_1

q3 · i? · causal · r1

Classroom intervention study with 77 fourth graders; individual interviews with 43 permission students, split into separate pre- and postinstruction interview groups. The article reports "a mean of 2.7 out of 9 (30%) prior to instruction to a mean of 8.7 (97%) after instruction, t(41) = 12.3, p < .0001."

"There was a dramatic increase from a mean of 2.7 out of 9 (30%) prior to instruction to a mean of 8.7 (97%) after instruction, t(41) = 12.3, p < .0001."

Eva Erdosne Toth 2000 (2)¶

Eva Erdosne Toth, David Klahr, and Zhe Chen. (2000). Bridging Research and Practice: A Cognitively Based Classroom Intervention for Teaching Experimentation Skills to Elementary School Children. Cognition and Instruction, 18(4), 423–459. https://doi.org/10.1207/s1532690xci1804_1

q3 · i? · causal · r1

Same classroom study, consistency analysis: consistent CVS use (correct on at least 8 of 9 trials) rose from 1 of 21 pretest children to 20 of 22 posttest children, χ2(1, N = 43) = 31.9, p < .0001. Pre and post interview groups were different students.

"Only 1 of the 21 children (5%) in the individual pretest interviews met this definition, whereas 20 of the 22 children (91%) in the posttest individual interviews exhibited consistent performance, χ2(1, N = 43) = 31.9, p < .0001."

Discussion¶

Related Claims¶

• Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain — related
• In the underlying laboratory study, only expository instruction combined with probes produced CVS learning, with transfer limited by grade level — related
• Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews — a narrower finding that bears on this claim
• Domain knowledge about the ramps variables increased although instruction targeted only the domain-general CVS strategy — related
• Students' experiment-evaluation strategies shifted toward correct CVS after instruction, though 23% still used incorrect strategies — related
• CVS skill is the strongest predictor of performing valid (unconfounded) experiments in simulation-based inquiry — related
• Instruction increased students' ability to evaluate experiments designed by others on a paper-and-pencil test — related
• Physical and virtual instructional materials are equally effective for teaching fourth- and fifth-graders to design unconfounded experiments when instructional method is controlled — related