Phase 4 low-guidance procedure was truncated for children who already demonstrated unconfounded designs¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Phase 4, the second testing opportunity for a variable was skipped when a child's first experimental design for that variable was unconfounded, to reduce redundancy and disengagement. → 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

q2 · i? · causal · r?

Procedural note from the study: in the low-guidance condition's Phase 4, redundancy was minimized by skipping a second test of a variable when the child's first design was unconfounded. The article notes all HL children and five LL children exhibited this pattern.

"if a child’s first experimental design for a specific variable was unconfounded, then the second opportunity to test this variable was skipped—because the child had already mastered CVS."

Discussion¶

Related Claims¶

• 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
• Low-guidance set-ups took longer than high-guidance set-ups in the CVS instruction sessions — related
• Preceding high guidance with low guidance conferred no advantage for children's CVS learning — related
• Instructional guidance that helps novices can become redundant or counterproductive as expertise grows. — a broader claim this one bears on
• Mathemathantic effects: instruction can deteriorate learning when it takes over strategies students already master — related