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Aufsatz (Zeitschrift) zugänglich unter
URN: urn:nbn:de:0111-pedocs-126966
DOI: 10.25656/01:12696; 10.1016/j.dr.2015.12.001
URN: urn:nbn:de:0111-pedocs-126966
DOI: 10.25656/01:12696; 10.1016/j.dr.2015.12.001
Titel |
Teaching the control-of-variables strategy: A meta-analysis |
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Autoren | Schwichow, Martin Geert ; Croker, Steve ; Zimmerman, Corinne; Höffler, Tim Niclas ; Härtig, Hendrik |
Originalveröffentlichung | Developmental Review 39 (2016) 1, S. 37-63 |
Dokument | Volltext (805 KB) |
Lizenz des Dokumentes | |
Schlagwörter (Deutsch) | Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Kompetenz; Experiment; Entdeckendes Lernen; Curriculum; Bildungsforschung; Datenanalyse; Schülerleistung; Leistungsmessung; Metaanalyse |
Teildisziplin | Empirische Bildungsforschung Fachdidaktik/mathematisch-naturwissenschaftliche Fächer |
Dokumentart | Aufsatz (Zeitschrift) |
ISSN | 0273-2297; 02732297 |
Sprache | Englisch |
Erscheinungsjahr | 2016 |
Begutachtungsstatus | Peer-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. |
Statistik | Anzahl der Zugriffe auf dieses Dokument |
Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
Eintrag erfolgte am | 01.02.2017 |
Quellenangabe | Schwichow, 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 - DOI: 10.25656/01:12696; 10.1016/j.dr.2015.12.001 |