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Oversimplifying Teaching of the Control of Variables Strategy / Robert F. Lorch, Jr. [y otros 8].

Colaborador(es):

Lorch, Jr., Robert F [autor.]

Tipo de material:

ArtículoEditor: Madrid : Colegio Oficial de Psicólogos de Madrid, 2020Tipo de contenido:

texto

Tipo de medio:

computadora

Tipo de soporte:

recurso en línea

ISSN:

1135-755X

Tema(s):

Género/Forma:

Artículos electrónicos.

Clasificación CDD:

370.15 23

Clasificación LoC:

LB1051 .O947 2020

Recursos en línea:

Haga clic para acceso en línea

Resumen: 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 experiments. In Experiment 1, attempts to reduce the cognitive load imposed by Chen and Klahr's basic teaching intervention actually produced poorer learning and transfer of CVS. In Experiment 2, attempts to simplify Chen and Klahr's algorithm for teaching students how to set up a valid experimental design also produced poorer learning and transfer of CVS. Both experiments illustrate that oversimplifying a domain or the logic behind controlling variables can undermine the effectiveness of an intervention designed to teach CVS.

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Existencias
Tipo de ítem	Biblioteca actual	Colección	Signatura topográfica	Estado	Fecha de vencimiento	Código de barras
E-Recursos	E-Recursos Elibro Colección Cátedra	E-Recursos		No para préstamo

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 experiments. In Experiment 1, attempts to reduce the cognitive load imposed by Chen and Klahr's basic teaching intervention actually produced poorer learning and transfer of CVS. In Experiment 2, attempts to simplify Chen and Klahr's algorithm for teaching students how to set up a valid experimental design also produced poorer learning and transfer of CVS. Both experiments illustrate that oversimplifying a domain or the logic behind controlling variables can undermine the effectiveness of an intervention designed to teach CVS.

En inglés; resúmenes en español e inglés.

Descripción basada en metadatos suministrados por el editor y otras fuentes.

Descripción basada en Psicología educativa: revista de los psicólogos de la educación, vol. 26, n. 1 (enero 2020), P. 7-16.

Recurso electrónico. Santa Fe, Arg.: elibro, 2024. Disponible vía World Wide Web. El acceso puede estar limitado para las bibliotecas afiliadas a elibro.

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