Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2003 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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.
q3 i? Children's explicit mentions of controlling all variables besides the target increased after training in both conditions, with no condition main effect or interaction. → Triona 2003
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 × 3 MANOVA on the proportion of trials with an unconfounded design plus an explicit mention of controlling other variables found "no interaction, F(2, 88) = 0.71, ns". Means rose from pretest M = .07 (SD = .17) to posttest M = .52 (SD = .42) and transfer M = .46 (SD = .39).
"showed a main effect of phase, F(2, 88) = 62.44, p <. 0 0 1 , n o m a i n e f f e c t o f c o n d i t i o n , F(1, 89) = 0.14, ns, and no interaction, F(2, 88) = 0.71, ns."
Discussion¶
Related Claims¶
- Children's confidence in experimental conclusions increased after training and was higher for unconfounded than confounded experiments, with no training-condition differences — related
- Children gained domain knowledge of variable effects indirectly from running experiments, with mixed condition differences on individual variables — 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
- Individual children in both training conditions were equally likely to become good experimenters or nonlearners after CVS training — related
- Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-cvs-knowledge-equal-conditions |
title |
Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy |
description |
Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2003 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — triona-2003 |
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