In the underlying laboratory study, only expository instruction combined with probes produced CVS learning, with transfer limited by grade level¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the laboratory training study summarized by this article, only children in the training–probe condition increased CVS knowledge significantly across phases; probes alone or unguided exploration did not produce learning. → 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

q2 · i? · design · r2

This article's summary of the laboratory training study (87 second through fourth graders randomly assigned to training–probe, no-training–probe, or no-training–no-probe conditions) that provided the basis for the classroom intervention. The article attributes the result to Chen and Klahr (1999).

"Only children in the training–probe condition increased their CVS knowledge significantly across the four phases in the laboratory study conducted by Chen and Klahr (1999); that is, expository instruction combined with probes led to learning, whereas neither probes alone nor unguided exploration did so."

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

q2 · i? · causal · r1

Grade-moderated transfer from the same summarized laboratory study: third and fourth graders transferred to near domains, but only fourth graders retained the skill on a 7-month posttest compared to untrained fourth graders; second graders dropped back to baseline in transfer phases.

"the third and fourth graders who participated in expository instruction successfully transferred their newly acquired CVS skills to near transfer domains, whereas only fourth graders were able to retain the skill and show significantly better CVS performance (as compared to untrained fourth graders) on the paper-and-pencil posttest administered 7 months later."

Discussion¶

Related Claims¶

• Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews — related
• Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain — 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
• High-then-high guidance produced stronger understanding of CVS than low-then-low guidance in third graders, including on a 5-month post-test — related
• The authors conclude that guidance combined with the possibility to manipulate objects supports acquisition of knowledge and skills in a domain — related
• Preceding high guidance with low guidance conferred no advantage for children's CVS learning — related
• Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews — related