Developing elementary science skills: Instructional effectiveness and path independence
By Mari Strand-Cary, David Klahr. 2008
115 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/79e4aa9d804ce989ea851052ab6be7c2aec218a3
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
- Bryan J. Matlen
- Corinne Zimmerman
- Steve Croker
- Roberta Michnick Golinkoff
- Hendrik Härtig
- Martin Schwichow
- Tim N. Höffler
- Kathy Hirsh-Pasek
In Education
- Bryan J. Matlen
- Corinne Zimmerman
- Roberta Michnick Golinkoff
- Steve Croker
- Kathy Hirsh-Pasek
- Hendrik Härtig
- Martin Schwichow
- Tim N. Höffler
Citations in the corpus
- Teaching the control-of-variables strategy: A meta-analysis (2016, methodology): “…since 1988, some studies provide evidence that explicit explanations of CVS are more efficacious than learning with lower levels of support (Chen & Klahr, 1999; Klahr & Nigam, 2004; Strand-Cary & Klahr, 2008), but other studies do not replicate this finding (Dean & Kuhn, 2007; Kuhn & Dean, 2005).”
- Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “These two levels were similar to that of previous work (e.g., Klahr and Nigam 2004; Strand-Cary and Klahr 2009).”
- Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation. (2010, methodology): “However, experimentation without feedback produces little immediate improvement in understanding of CVS (Chen & Klahr, 1999; Klahr & Nigam, 2004; Strand-Cary & Klahr, 2008; Zohar & David, 2008; Zohar & Peled, 2008).”
- Putting Education in “Educational” Apps (2015, background): “In a comparison of directed learning versus discovery learning, Strand-Cary and Klahr (2008) found that children showed better mastery of the concept of experimental confounds in both the short term (1 week) and long term (3 years) when they had been more directly instructed on the content.”
- What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, unknown): “Kuhn & Pease, 2008; Strand-Cary & Klahr, 2008 ; Zimmerman, 2000 ).”