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TitelTeaching the control-of-variables strategy: A meta-analysis
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OriginalveröffentlichungDevelopmental Review 39 (2016) 1, S. 37-63
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Schlagwörter (Deutsch)Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Kompetenz; Experiment; Entdeckendes Lernen; Curriculum; Bildungsforschung; Datenanalyse; Schülerleistung; Leistungsmessung; Metaanalyse
TeildisziplinEmpirische Bildungsforschung
Fachdidaktik/mathematisch-naturwissenschaftliche Fächer
DokumentartAufsatz (Zeitschrift)
ISSN0273-2297
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):A core component of scientific inquiry is the ability to evaluate evidence generated from controlled experiments and then to relate that evidence to a hypothesis or theory. The control-of-variables strategy (CVS) is foundational for school science and scientific literacy, but it does not routinely develop without practice or instruction. This meta-analysis summarizes the findings from 72 intervention studies at least partly designed to increase students' CVS skills. By using the method of robust meta-regression for dealing with multiple effect sizes from single studies, and by excluding outliers, we estimated a mean effect size of g = 0.61 (95% CI = 0.53–0.69). Our moderator analyses focused on design features, student characteristics, instruction characteristics, and assessment features. Only two instruction characteristics – the use of cognitive conflict and the use of demonstrations – were significantly related to student achievement. Furthermore, the format of the assessment instrument was identified as a major source of variability between study outcomes. Implications for teaching and learning science process skills and future research are discussed.
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Eintrag erfolgte am01.02.2017
Empfohlene ZitierungSchwichow, Martin Geert; Croker, Steve; Zimmerman, Corinne; Höffler, Tim Niclas; Härtig, Hendrik: Teaching the control-of-variables strategy: A meta-analysis - In: Developmental Review 39 (2016) 1, S. 37-63 - URN: urn:nbn:de:0111-pedocs-126966
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