Teachers in the chemistry learning study concluded that what counts is not active participation but experiencing a pattern of variation and invariance that allows discernment¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? All three chemistry teachers reported learning that student activity alone does not produce learning; the opportunity to experience the intended pattern of variation and invariance is what matters. → Ming Fai Pang 2011

Evidence¶

Ming Fai Pang 2011¶

Ming Fai Pang, Lo Mun Ling. (2011). Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared. Instructional Science. https://doi.org/10.1007/s11251-011-9191-4

q1 · i? · design · r2

Post-lesson interviews with the three chemistry teachers after the two research lesson cycles. The class 4A teacher also reported that the test showed students had not mastered what he had expected, and that the whole team's research was 'a win–win situation'.

"what really counts is not whether students are actively involved and are fully participating in activities, but whether they engage in activities that give them an opportunity to experience a pattern of variation and invariance that allows them to discern the intended object of learning."

Discussion¶

Related Claims¶

• In chemistry cycle 1, students actively engaged in experimentation still did worse on the volume-rate item, with correct answers falling 6% from pre-test to post-test — a narrower finding that bears on this claim
• Bringing out the necessary pattern of variation and invariance in the learning situation enhances the likelihood that the object of learning is appropriated — possibly the same claim (merge candidate)
• Redesigning the second research lesson cycle so students compared results across groups raised correct answers on the volume item from 11% to 80% — a narrower finding that bears on this claim
• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — related