The Equivalence of Learning Paths in Early Science Instruction

By David Klahr, Milena K. Nigam. Psychology Science, 2004

884 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/b37c83ad9b59f6f9e19cba14910e8fff37cb6ba2

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

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Seeking the General Explanation: A Test of Inductive Activities for Learning and Transfer. (2015, background): “Students can easily flounder in these situations (Kirschner, Sweller, & Clark, 2006; Klahr & Nigam, 2004; Mayer, 2004) or stay at the surface of phenomena rather than notice underlying patterns.”
What Kindergarten Students Learn in Inquiry-Based Science Classrooms (2011, background): “Although several of these researchers do report that upper elementary school children can be taught targeted investigative skills such as a control of variables strategy during experimentation (eg, Chen & Klahr, 2008 ; Klahr & Nigam, 2004 ), their instructional approaches differ from ours in impor”
Hands on What? The Relative Effectiveness of Physical versus Virtual Materials in an Engineering Design Project by Middle School Children (2007, methodology): “For example , Cells A and B were compared in a series of investigations by Klahr and colleagues ( Chen & Klahr , 1999 ; Klahr & Nigam , 2004 ; Toth , Klahr , & Chen , 2000 ) using physical hands - on materials ( physical ramps , springs , and sinking objects ) .”
Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms (2013, methodology): “…et al., 2007; Smith, Sheppard, Johnson, & Johnson, 2005), other studies found either the opposite effect (e.g., Kirschner, Sweller, & Clark, 2006; Klahr & Nigam, 2004; Mayer, 2004; Montpas, 2004) or that active is not always better than passive (e.g., Colliver, 2000; Hundley, 2007, Martin, 2009;…”
Reasoning About Multiple Variables: Control of Variables Is Not the Only Challenge (2007, background): “…such controversies necessitates achieving a clear understanding of exactly what aspects of scientific method students need to acquire competence in, a prerequisite to addressing the equally fraught question of how educators can best realize such goals (Dean & Kuhn, 2007; Klahr & Nigam, 2004).”
Explicit teaching of meta-strategic knowledge in authentic classroom situations (2008, background): “Therefore, the present study addresses similar issues to the ones addressed by Klahr and Nigam (2004) and by Dean and Kuhn (2007) adding a new aspect to their ongoing discussion because according to our findings the effects of explicit teaching did indeed foster a long-term and transferable effect.”
Guided Play (2016, background): “Klahr and Nigam (2004) directly tested this hypothesis with a group of third and fourth graders as they learned to design simple experiments in a science lesson.”
Illusions of causality: how they bias our everyday thinking and how they could be reduced (2015, background): “There has been a long debate in scientific education on whether students learn better through personal discovery or through more traditional instruction, but recent reports are showing that to learn about scientific methods, direct instruction is preferred (e.g., Klahr and Nigam, 2004).”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “This differs from prior studies that have found an advantage for T&P instruction compared to unscaffolded exploration (Klahr & Nigam, 2004; Tuovinen & Sweller, 1999).”