Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. meta-analysis cited in the review¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Studies explicitly teaching a CVS rule had effect sizes no different from studies not explicitly teaching it (g = 0.58 vs. g = 0.65). → de Jong 2023
Evidence¶
de Jong 2023¶
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. H., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100536
q2 · i? · review · r2
The review quotes the Schwichow et al. (2016) meta-analysis of CVS instruction, which found explicit rule teaching "no different from studies in which CVS rules were not explicitly taught," countering claims that direct instruction is superior for CVS learning.
"we found studies that explicitly taught a CVS rule to have effect sizes (g = 0.58, 95% CI = 0.46–0.70) no different from studies in which CVS rules were not explicitly taught (g = 0.65, 95% CI = 0.51–0.79)."
Discussion¶
Related Claims¶
- Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50) — related
- In one class of 14 non-science majors, preliminary explicit instruction in scientific reasoning patterns (e.g., IAT statement construction) was followed by a larger average normalized LCTSR gain (68%) than in earlier courses without it (11%, n=42) — related
- Cognitive inquiry skills are positively intercorrelated, but the functional thinking–CVS correlation diminishes when controlling for content knowledge — related
- Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance — reports the opposite
- The thesis reports, citing Klahr and Nigam (2004), that discovered and explicitly taught science knowledge did not differ in quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cvs-explicit-teaching-no-advantage |
title |
Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. meta-analysis cited in the review |
description |
Explicit teaching of the control-of-variables strategy shows no advantage over not explicitly teaching it, per the Schwichow et al. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — de-jong-2023 |
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