Oversimplifying teaching of the control of variables strategy

Translated title of the contribution: Oversimplifying teaching of the control of variables strategy

Robert F. Lorch, Elizabeth P. Lorch, Sarah Lorch Wheeler, Benjamin D. Freer, Emily Dunlap, Emily C. Reeder, William Calderhead, Jessica Van Neste, Hung Tao Chen

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Two experiments compared closely related interventions to teach the control of variables strategy (CVS) to fourth-grade students. Over the two experiments, an intervention first developed by Chen and Klahr (1999) was most effective at helping students learn how to design and evaluate single-factor experiments. In Experiment 1, attempts to reduce the cognitive load imposed by Chen and Klahr's basic teaching intervention actually produced poorer learning and transfer of CVS. In Experiment 2, attempts to simplify Chen and Klahr's algorithm for teaching students how to set up a valid experimental design also produced poorer learning and transfer of CVS. Both experiments illustrate that oversimplifying a domain or the logic behind controlling variables can undermine the effectiveness of an intervention designed to teach CVS.

Translated title of the contributionOversimplifying teaching of the control of variables strategy
Original languageEnglish
Pages (from-to)7-16
Number of pages10
JournalPsicologia Educativa
Volume26
Issue number1
DOIs
StatePublished - 2020

Bibliographical note

Publisher Copyright:
© 2020 Colegio Oficial de la Psicología de Madrid.

Keywords

  • Elementary science education
  • Instructional design
  • Science education

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology

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