Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing?

By Bryan J. Matlen, David Klahr. 2013

103 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/050f435f7f480423141fafedfd94ce12be3c5fc6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Katharina Loibl
2. Ido Roll
3. Steve Croker
4. Hendrik Härtig
5. Martin Schwichow
6. Tim N. Höffler
7. Nikol Rummel
8. Corinne Zimmerman

In Experimental and Cognitive Psychology

1. Katharina Loibl
2. Ido Roll
3. Steve Croker
4. Nikol Rummel
5. Tim N. Höffler
6. Corinne Zimmerman

Citations in the corpus

• Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning (2017, background): “3, 5, 12, 13a, and 15: Fyfe et al. 2014; Hsu et al. 2015; Loehr et al. 2014; Loibl and Rummel 2014a; Matlen and Klahr 2013).”
• Teaching the control-of-variables strategy: A meta-analysis (2016, background): “…supporting students’ learning in general (Hattie, 2008; Hattie & Timperley, 2007), this moderator variable might be correlated with higher student achievement when teaching CVS. Demonstrations of controlled and uncontrolled experiments are common (e.g., Matlen & Klahr, 2013; Padilla et al., 1984).”