How psychological research with instructional manipulatives can inform classroom learning.

Abstract

According to the 2013 National Assessment of Academic Progress (NAEP) the majority of U.S. students are failing to reach developmentally appropriate levels of proficiency in several domains of study. Empirical research from educational and psychological perspectives on instructional strategies has great potential for identifying ways to improve student achievement in these areas. In particular, instructional strategies that utilize physical and virtual manipulatives are often proposed as effective means of improving educational outcomes. However, the benefits of manipulative-based instructional approaches are not uniformly observed across learners, treatments, outcomes, and settings. The present discussion reviews contemporary basic and applied research and makes research-based recommendations for classroom applications of instructional manipulatives. To accomplish these objectives we first provide an overview of the relevant theoretical explanations that support the assumed effectiveness of instructional strategies that use manipulatives. Second, we examine 6 central areas of instructional manipulatives research that have clear classroom applications. Lastly, we provide concrete examples of evidence-based ways in which manipulatives may be applied in classroom contexts.

Manipulatives in nursing education: A concept analysis

“…Manipulatives offer students the opportunity to explore concepts both visually and tactilely, often through hands‐on experiences.” (p. 310). Marley and Carbonneau include the characteristics of these definitions of manipulatives but expanded the definition further to include virtual representations that allow student‐driven manipulation and are used to improve learning.…”

“…There is a debate in the literature about which type of manipulatives results in deep learning, particularly for abstract concepts such as mathematics and science. A common theme reported in research is that the amount of learning achieved depends on the learner and the topic . As noted earlier, much of the research on the use of manipulatives has been conducted with children in elementary school settings and mathematics.…”

“…A key advantage of virtual manipulatives is an ability to be adapted to meet different learning needs or objectives. Adaptations could include different parameter settings for lessons, levels of concreteness or abstractedness to the graphics, and complexity of systems, as well as providing a means for teachers to track student activity for review or feedback …”

“…These authors believe tangibles provide a link between hands‐on objects and the adaptability of technology. In studies with veterinary students, blending physical and virtual manipulatives were found to be beneficial for college‐age learners …”

“…A common theme reported in research is that the amount of learning achieved depends on the learner and the topic. 3,9,[11][12][13] As noted earlier, much of the research on the use of manipulatives has been conducted with children in elementary school settings and mathematics. To apply the concept of manipulatives to nursing education, it is important to further understand the differences in the types of objects and their impact on learning.…”