Hands on What? The Relative Effectiveness of Physical versus Virtual Materials in an Engineering Design Project by Middle School Children

By David Klahr, Lara M. Triona, Cameron Williams. 2007

363 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3a8525aa84b360f0c4ac3e0c7d72b1ec05e7ac69

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The Development of Scientific Thinking Skills in Elementary and Middle School. (2007, background): “…children and adults are more likely to begin the discovery process by attending to variables believed to be causal (e.g., Kanari & Millar, 2004; Klahr et al., 2007; Schauble, 1990, 1996) but over the course of experimentation, especially in microgenetic contexts, children start to consider…”
Computer Simulations to Support Science Instruction and Learning: A critical review of the literature (2012, background): “The cost and time efﬁ-ciency beneﬁts of simulations offer solutions to obstacles such as tight budgets, limited resources, and restrictive school schedules (Bell & Trundle, 2008; Trundle & Bell, 2010; Boblick, 1970; Hennessy et al., 2006; Klahr et al., 2007).”
Do tangible interfaces enhance learning? (2007, background): “Of the potential benefits of learning with tangible interfaces reported here, the view that cognitive benefits will result from manipulating physical materials and that the mental processing of children in the Piagetian stage of concrete operations will benefit from using concrete physical objects r”
Handbook of Research on Learning and Instruction (2011, background): “Gender-neutral performers also outperformed their counterparts in skill execution.”
Children's Motivation toward Science across Contexts, Manner of Interaction, and Topic. (2014, background): “Litman and Spielberger (2003); Engelhard and Monsaas (1988); Kashdan et al.”
Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research (2015, background): “According to Triona and Klahr (2003) and Klahr et al. (2007), the assumption that only the physical manipulation of laboratory objects (e.g. TL) can enhance learning is not required in either constructivist or cognitive learning theory.”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “Recent research shows that training tasks have a positive impact on students’ CVS achievement but that it does not matter if the tasks are virtual or physical (Klahr et al., 2007; Smetana & Bell, 2012; Triona & Klahr, 2003).”
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar (2012, background): “Given the extensive volume of research that documents the positive effects of student investigations and hands-on activities on science achievement (e.g., Jaakkola & Nurmi, 2008; Klahr et al., 2007), this finding is counterintuitive.”