Long-Term Benefits of Direct Instruction with Reification for Learning the Control of Variables Strategy

2010 ◽  
pp. 257-259 ◽  
Author(s):  
Michael A. Sao Pedro ◽  
Janice D. Gobert ◽  
Juelaila J. Raziuddin
Keyword(s):  
Direct Instruction ◽  
Control Of Variables ◽  
Control Of Variables Strategy

Very long-term retention of the control of variables strategy following a brief intervention

2017 ◽  
Vol 51 ◽  
pp. 391-403 ◽  
Author(s):  
Robert F. Lorch ◽  
Elizabeth P. Lorch ◽  
Benjamin Freer ◽  
William J. Calderhead ◽  
Emily Dunlap ◽  
...  
Keyword(s):  
Brief Intervention ◽  
Term Retention ◽  
Control Of Variables ◽  
Control Of Variables Strategy ◽  
Long Term Retention

The impact of sub-skills and item content on students’ skills with regard to the control-of-variables strategy

2016 ◽  
Vol 38 (2) ◽  
pp. 216-237 ◽  
Author(s):  
Martin Schwichow ◽  
Simon Christoph ◽  
William J. Boone ◽  
Hendrik Härtig
Keyword(s):  
Control Of Variables ◽  
Control Of Variables Strategy ◽  
Item Content ◽  
The Impact

scholarly journals Teaching the control-of-variables strategy: A meta-analysis

2016 ◽  
Vol 39 ◽  
pp. 37-63 ◽  
Author(s):  
Martin Schwichow ◽  
Steve Croker ◽  
Corinne Zimmerman ◽  
Tim Höffler ◽  
Hendrik Härtig
Keyword(s):  
Meta Analysis ◽  
Control Of Variables ◽  
Control Of Variables Strategy

Control of Variables Strategy Across Phases of Inquiry in Virtual Labs

2018 ◽  
pp. 271-275 ◽  
Author(s):  
Sarah Perez ◽  
Jonathan Massey-Allard ◽  
Joss Ives ◽  
Deborah Butler ◽  
Doug Bonn ◽  
...  
Keyword(s):  
Virtual Labs ◽  
Control Of Variables ◽  
Control Of Variables Strategy

Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination

2002 ◽  
Vol 69 (1) ◽  
pp. 85-96 ◽  
Author(s):  
Paulette E. Mills ◽  
Kevin N. Cole ◽  
Joseph R. Jenkins ◽  
Philip S. Dale
Keyword(s):  
Early Childhood ◽  
Juvenile Delinquency ◽  
Direct Instruction ◽  
Preschool Education ◽  
Prospective Longitudinal Study ◽  
Young Children With Disabilities ◽  
Long Term Impact ◽  
Prospective Longitudinal

In a widely cited follow-up study of disadvantaged preschool attendees, Schweinhart, Weikart, and Larner (1986a) found that graduates of an early childhood program using direct instruction (DI) methods exhibited higher rates of juvenile delinquency at age 15 than did graduates of two other preschool education models. The present research examined juvenile delinquency outcomes for young children with disabilities in a prospective longitudinal study that tracked the long-term impact of two preschool models—one using DI, the other using a cognitively oriented, child-directed model. We followed 171 children who had been randomly assigned to the two early childhood models. At age 15, the groups did not differ significantly in their level of reported delinquency. Analyses suggest that gender differences in delinquent behavior may provide a more parsimonious explanation than program effects for the earlier Schweinhart et al. findings.

Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.

2010 ◽  
Vol 102 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Robert F. Lorch ◽  
Elizabeth P. Lorch ◽  
William J. Calderhead ◽  
Emily E. Dunlap ◽  
Emily C. Hodell ◽  
...  
Keyword(s):  
Explicit Instruction ◽  
Control Of Variables ◽  
Control Of Variables Strategy

scholarly journals Improved Application of the Control-of-Variables Strategy as a Collateral Benefit of Inquiry-Based Physics Education in Elementary School

2017 ◽  
Author(s):  
Lennart Schalk ◽  
Peter Adriaan Edelsbrunner
Keyword(s):  
Elementary School ◽  
Physics Education ◽  
High Dose ◽  
Physics Instruction ◽  
Control Of Variables ◽  
Control Of Variables Strategy ◽  
Quasi Experimental ◽  
Physics Knowledge ◽  
Physics Curriculum ◽  
To Receive

In a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students’ ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdnage = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction (control). Experiments were frequent elements in the physics units; however, there was no explicit instruction of the control-of-variables strategy or other experimentation skills. As intended, students in the intervention classes strongly increased their conceptual physics knowledge. More importantly, students in the intervention classes also showed stronger gains in their ability to apply the control-of-variables strategy correctly in novel situations compared to students in the control classes. Thus, a high dose of experimentation had the collateral benefit of improving the transfer of the control-of-variables strategy. The study complements lab-based studies with convergent findings obtained in real classrooms.

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