Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6840417 | Developmental Review | 2016 | 27 Pages |
Abstract
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 gâ=â0.61 (95% CIâ=â0.53-0.69). 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.
Related Topics
Social Sciences and Humanities
Psychology
Developmental and Educational Psychology
Authors
Martin Schwichow, Steve Croker, Corinne Zimmerman, Tim Höffler, Hendrik Härtig,