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Article (journal) accessible via
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
| Title |
Teaching the control-of-variables strategy: A meta-analysis |
|---|---|
| Authors |
Schwichow, Martin Geert   ;
Croker, Steve ;
Zimmerman, Corinne;
Höffler, Tim Niclas ;
Härtig, Hendrik |
| Source | Developmental Review 39 (2016) 1, S. 37-63  |
| Document | full text (805 KB) |
| License of the document |
|
| Keywords (German) | Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Kompetenz; Experiment; Entdeckendes Lernen; Curriculum; Bildungsforschung; Datenanalyse; Schülerleistung; Leistungsmessung; Metaanalyse |
| sub-discipline | Empirical Educational Research Teaching Didactics/Teaching Maths and Sciences |
| Document type | Article (journal) |
| ISSN | 0273-2297; 02732297 |
| Language | English |
| Year of creation | 2016 |
| review status | Peer-Reviewed |
| Abstract (English): | 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. |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 01.02.2017 |
| Citation | 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 |
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