Children's confidence in experimental conclusions increased after training and was higher for unconfounded than confounded experiments, with no training-condition differences¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Confidence rose from pretest to posttest and transfer in both conditions, with no main effect of condition. → Triona 2003 q3 i? Children were more confident in conclusions from unconfounded than confounded experiments, regardless of condition. → Triona 2003 (2)

Evidence¶

Triona 2003¶

Triona, L. M., & Klahr, D. (2003). Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments. Cognition and Instruction, 21(2), 149–173. https://doi.org/10.1207/s1532690xci2102_02

q3 · i? · causal · r2

A 2 (training condition) × 3 (phase) MANOVA on children's mean confidence on a 4-point scale, with phase within-participant, "did not find a main effect of training condition, F(1, 90) = 1.21". Confidence rose from pretest M = 2.8 to posttest M = 3.2 and transfer M = 3.1.

"did not find a main effect of training condition, F(1, 90) = 1.21, p =. 2 7 ."

Triona 2003 (2)¶

Triona, L. M., & Klahr, D. (2003). Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments. Cognition and Instruction, 21(2), 149–173. https://doi.org/10.1207/s1532690xci2102_02

q3 · i? · causal · r2

A paired t test over all three phases, excluding eleven children who created all-unconfounded or all-confounded experiments, showed "was significant, t(80) = 4.86, p <. 0 0 1"; the difference was not affected by training condition, t(79) = 0.38, ns.

"The difference in children's confidence between unconfounded, M =3 . 2 , SD =. 5 6 , and confounded experiments, M =2 . 8 , SD =. 6 3 , was significant, t(80) = 4.86, p <. 0 0 1 , 95% CI of diff : (.24, .56)."

Discussion¶

Related Claims¶

• Physical and virtual instructional materials are equally effective for teaching fourth- and fifth-graders to design unconfounded experiments when instructional method is controlled — related
• Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy — related
• Individual children in both training conditions were equally likely to become good experimenters or nonlearners after CVS training — related
• Children structure their play to reduce uncertainty and deconfound causal variables — related
• Argument structure training increased students' self-reported confidence with the Toulmin model — related
• Rewarding only 'good' ideas in a final task produced no incentive effect, but this condition was confounded and excluded from the main analysis — related