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Learning and performance under alter...

Ford, Michael J.

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Learning and performance under alternative instructional manifestations of experimental practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Learning and performance under alternative instructional manifestations of experimental practice./
作者:	Ford, Michael J.
面頁冊數:	63 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1525.
Contained By:	Dissertation Abstracts International64-05A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3089565

Learning and performance under alternative instructional manifestations of experimental practice.
Ford, Michael J.

Learning and performance under alternative instructional manifestations of experimental practice. - 63 p.

Source: Dissertation Abstracts International, Volume: 64-05, Section: A, page: 1525.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

Before we can understand how students learn “to do” science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Learning and performance under alternative instructional manifestations of experimental practice.
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520 $a Before we can understand how students learn “to do” science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.
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