What is it about?
Elementary school children received intensive training on several basic physics concepts. In this training, children performed many experiments. The training aimed to develop conceptual understanding of physics concepts. Childern did not only improve their conceptual understanding, but they also gained in understanding how good experiments are designed (i.e. by following the control-of-variables strategy) compared to children who received their standard early science instruction. This benefit is remarkable because the children were not explicitly instruction on how to design experiments.
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Why is it important?
Understanding of the control-of-variables strategy predicts knowledge development in science. The early physic instruction in this study had the double benefit of contributing to knowledge development and to an improved understanding of the control-of-variables strategy. Thus, the training helped children to gain understanding of important physics concepts and the training served as a preparation for future learning in science classrooms.
Perspectives
The study shows a spontaneous abstraction of a general experimentation skill. Engaging in experimentation helped children to abstract an understanding of the control-of-variables strategy on their own. This kind of abstraction has rarely been shown in a realistic classroom setting. The outcome provides empirical support for theories of analogical reasoning in a setting with high ecological validity.
Prof. Dr. Lennart Schalk
PH Schwyz
Read the Original
This page is a summary of: Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school, Learning and Instruction, February 2019, Elsevier,
DOI: 10.1016/j.learninstruc.2018.09.006.
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