High-then-high guidance produced stronger understanding of CVS than low-then-low guidance in third graders, including on a 5-month post-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across a number of assessments, including a 5-month post-test, the HH group demonstrated stronger understanding of CVS than the LL group, contradicting claims that high guidance leads to shallow learning and transfer. → Matlen 2013

Evidence¶

Matlen 2013¶

Matlen, B.J., Klahr, D. (2013). Sequential effects of high and low instructional guidance on children's acquisition of experimentation skills: Is it all in the timing?. Instructional Science, 41, 621–634. https://doi.org/10.1007/s11251-012-9248-z

q3 · i? · causal · r1

Experimental study in which third-grade children (N = 57; 52 completing all phases) were assigned to four guidance orderings. The article reports that "the HH group demonstrated a stronger understanding of CVS than the LL group" across assessments including a 5-month post-test.

"Contrary to the frequent claim that a high degree of instructional guidance leads to shallow learning and transfer, across a number of assessments—including a 5-month post-test—the HH group demonstrated a stronger understanding of CVS than the LL group."

Discussion¶

Related Claims¶

• Preliminary explicit instruction in scientific reasoning patterns (e.g., IAT statement construction) produced much larger LCTSR gains (g = 0.68) than courses without such intervention (g = 0.11) — the general claim this finding bears on, with the studies behind it

• Guidance during inquiry learning improves post-inquiry learning outcomes (d = 0.50) — the general claim this finding bears on, with the studies behind it

• Phase 4 low-guidance procedure was truncated for children who already demonstrated unconfounded designs — related
• Preceding high guidance with low guidance conferred no advantage for children's CVS learning — related
• Low-guidance set-ups took longer than high-guidance set-ups in the CVS instruction sessions — related
• In the underlying laboratory study, only expository instruction combined with probes produced CVS learning, with transfer limited by grade level — related