Child predictors of learning to control variables via instruction or self-discovery

Abstract

We examined the role child factors on the acquisition and transfer of learning the control of variables strategy (CVS) via instruction or self-discovery. Seventy-six fourth graders and 43 sixth graders were randomly assigned to a group receiving direct CVS instruction or a discovery learning group. Prior to the intervention, cognitive, scientific, and linguistic child factors were assessed. Acquisition and transfer of CVS knowledge were measured before and after intervention. Outcomes showed that CVS acquisition and transfer learning gains were higher for the instruction group than for the discovery group. Variation in CVS acquisition learning gains was explained by CVS pretest, verbal reasoning skills, and reading comprehension in the discovery group only. Variation in transfer gains were explained by vocabulary in the instruction group and by CVS prestest, verbal reasoning, vocabulary, and reading comprehension in the discovery group. It can be concluded that instruction provides a more effective method for learning CVS since individual differences in the instruction group played a marginal role explaining CVS posttest. However, since individual differences in linguistic ability account for variation in CVS learning gains discovery learning, these should be taken into consideration when teaching CVS in a more discovery-based manner.

A combined approach to strengthen children’s scientific thinking: direct instruction on scientific reasoning and training of teacher’s verbal support

“…It has been shown that CVS skills can improve in children of the upper primary grades after a single short training. Children that received this instruction showed stronger improvements in inquiry abilities compared to a group of children in a free exploration condition, where no instruction on experimentation skills were given (Wagensveld, Segers, Kleemans, & Verhoeven, 2015). This result has been established consistently, as shown by a review of 72 direct CVS instructions (Schichow, Croker, Zimmerman, Höffler, & Härtig, 2016).…”

Discovering the laws of physics with a serious game in kindergarten

“…Besides attentional control, nonverbal reasoning related to game efficiency. Many types of reasoning have been found to be involved in scientific thinking, such as nonverbal reasoning ( Van der Graaf, et al, 2015), syllogistic reasoning (Wagensveld, et al, 2015), and general fluid ability (Mayer, Sodian, Koerber, & Swippert, 2014). As Dunbar and Klahr (2012) have…”

“…reasoning) skills. Correct experimentation has been linked to vocabulary and syllogistic reasoning (Wagensveld, et al, 2015). Vocabulary can help children to understand scientific principles.…”

“…Both exploration and efficiency have been shown to foster scientific thinking, but which factors underlie these effects is largely unknown, especially in young children (see Legare, 2014 for a review). To identify the basis of exploration and efficiency, both cognitive (executive control, reasoning ability), and linguistic (vocabulary) factors may play a role (Wagensveld, Kleemans, Segers, & Verhoeven, 2015). In the present study, we therefore assessed individual differences in exploration and efficiency during physics gaming in kindergarten.…”

The Difference of Students’ Achievement in Mathematics by Using Guided-Discovery Learning Model and Cooperative Learning Model Jigsaw Type

“…From some existing learning models, one way to deal with the above problem is by guided-discovery learning model. Discovery learning can be defined as the learning that takes place when the student is not presented with the subject matter in the final form, but rather is required to organize it himself (Janssen, Westbroek, & van Driel, 2014;Mayer, 2004;Wagensveld, Segers, Kleemans, & Verhoeven;2015).…”