Instruction increased robust CVS use — designing unconfounded experiments plus providing a CVS rationale — in individual interviews¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mean robust CVS use scores rose from .57 of 9 (6.3%) preinstruction to 7.0 (78%) postinstruction, and no student was a consistent robust user before instruction versus 12 of 22 after. → 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

q3 · i? · causal · r1

Individual interview measure from the classroom study (videotaped interviews with 43 permission students). Robust CVS use combines valid experiment design with a CVS-based rationale; means rose from .57/9 to 7.0/9, t(41) = 11.7, p < .0001.

"increased from a mean of .57 out of 9 (6.3%) in the preinterview to a mean of 7.0 (78%) in the postinterview, t(41) = 11.7,p < .0001."

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

q3 · i? · design · r2

Consistency analysis of the same interview measure: 0 of 21 preinstruction students versus 12 of 22 (55%) postinstruction students were consistent robust CVS users, χ2(1, N = 43) = 15.9, p < .0001.

"None of the 21 students interviewed prior to instruction was a consistent robust CVS user (i.e., able to create controlled experiments and justify their designs with a CVS rationale on at least eight of nine trials). After instruction, 12 of the 22 students interviewed (55%) were consistent robust CVS users, χ2(1, N = 43) = 15.9, p < .0001"

Discussion¶

Related Claims¶

• Classroom expository CVS instruction dramatically increased fourth graders' CVS performance in individual hands-on interviews — a broader claim this one bears on
• Both physical and virtual training conditions produced equal gains in children's explicit verbal knowledge of the control of variables strategy — 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
• CVS skill is the strongest predictor of performing valid (unconfounded) experiments in simulation-based inquiry — related
• In the underlying laboratory study, only expository instruction combined with probes produced CVS learning, with transfer limited by grade level — related
• Group CVS performance on classroom worksheets rose after instruction, and experimentation alone without instruction produced no significant gain — related