Oversimplifying Teaching of the Control of Variables Strategy

• Published in: Psicología educativa (Madrid) Vol. 26; no. 1; pp. 7 - 16
• Main Author: Lorch, Jr., Robert F
• Format: Journal Article
• Language: English
• Published: Madrid Colegio Oficial de Psicólogos de Madrid 01.01.2020; Colegio Oficial de Psicólogos de Madrid
• Subjects: Academic Achievement; Classrooms; Cognition & reasoning; Cognitive ability; Cognitive load; Deafness; Direct Instruction; Diseño instructivo; Educación científica; Educación en ciencias elementales; Educational Environment; elementary science education; Experiments; Grade 4; Group Testing; instructional design; Intervention; Learning; Logical Thinking; Protocol; Research design; Rote Learning; Schools; Science education; Science Instruction; Scientific Literacy; Students; Teaching; Teaching Methods; Thinking Skills; Transfer learning; Variables

Two experiments compared closely related interventions to teach the control of variables strategy (CVS) to fourth-grade students. Over the two experiments, an intervention first developed by Chen and Klahr (1999) was most effective at helping students learn how to design and evaluate single-factor e...