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

doi:10.5093/PSED2019A13

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 journal › Article › peer-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 contribution	Oversimplifying teaching of the control of variables strategy
Original language	English
Pages (from-to)	7-16
Number of pages	10
Journal	Psicologia Educativa
Volume	26
Issue number	1
DOIs	https://doi.org/10.5093/PSED2019A13
State	Published - 2020

Bibliographical note

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

Funding

The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. Robert Lorch gratefully acknowledges the support of the Scientific Council of the Midi-Pyrenees Region of France, the Laborataire CLLE-LTC and OCTOGONE Laboratoire at the Universite de Toulouse – Le Mirail. Finally, Robert Lorch and Elizabeth Lorch thank the College of Arts & Sciences at the University of Kentucky for providing each of them with a sabbatical leave, during which time this manuscript was prepared. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H060150 to the University of Kentucky.

Funders	Funder number
Scientific Council of the Midi-Pyrenees Region of France
Universite de Toulouse
U.S. Department of Education, OSERS	R305H060150
Institute of Education Sciences
University of Kentucky

Keywords

Elementary science education
Instructional design
Science education

ASJC Scopus subject areas

Social Psychology
Developmental and Educational Psychology

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10.5093/PSED2019A13

Cite this

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title = "Oversimplifying teaching of the control of variables strategy",

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.",

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doi = "10.5093/PSED2019A13",

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AU - Lorch, Robert F.

AU - Lorch, Elizabeth P.

AU - Wheeler, Sarah Lorch

AU - Freer, Benjamin D.

AU - Dunlap, Emily

AU - Reeder, Emily C.

AU - Calderhead, William

AU - Van Neste, Jessica

AU - Chen, Hung Tao

PY - 2020

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AB - 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.

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Oversimplifying teaching of the control of variables strategy

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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