Learning the control of variables strategy in higher and lower achieving classrooms: Contributions of explicit instruction and experimentation.

By Robert F. Lorch Jr., E. Lorch, William J. Calderhead, Emily E. Dunlap, Emily C. Hodell, B. Freer. 2010

110 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/eef94bc9ec950f2e77266168e98a8478e9339083

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

The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters (2012, background): “An emerging consensus is that people learn best through some form of guided discovery, which combines exploration and instruction (e.g., Alfieri, Brooks, Aldrich, & Tenenbaum, 2011; HmeloSilver, Duncan, & Chinn, 2007; Lorch et al., 2010; Mayer, 2004).”
The Emergence of Scientific Reasoning (2012, background): “And, indeed, there is evidence that more direct guidance to test variables systematically can help students in learning, particularly in the ability to apply their knowledge to new contexts (e.g., Klahr & Nigam, 2004; Lorch et al., 2010; Strand-Cary & Klahr, 2008).”
Teaching the control-of-variables strategy: A meta-analysis (2016, background): “However, this effect was not replicated by Lorch et al. (2010).”
Domain-general problem solving skills and education in the 21st century (2014, background): “The effect reported by Lorch et al. (2010) was observed across several domains and was found even months after the experiment was conducted.”
Handbook of Research on Learning and Instruction (2011, background): “Table 8.1 Features and Cues for Throwing (adopted from Knudson & Morrison, 1996)”
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “But a more directly instructional approach has been shown to trump free play and exploration for some learning outcomes, such as 108 Volume 7—Number 2 science learning in older children (e.g., Chen & Klahr, 1999; Klahr & Nigam, 2004; Klahr, Zimmerman, & Jirout, 2011; Lorch et al., 2010).”
Explicit Instruction: Historical and Contemporary Contexts (2017, background): “…Education Science (IES) Practice Guides (Gersten et al., 2009; Kamil et al., 2008), refereed journals in special and general education (e.g., Marin & Halpern, 2011; Mason & Hedin, 2011; Nelson-Walker et al., 2013; Smith, Spooner, & Wood, 2013), and educational psychology (e.g., Lorch et al., 2010).”
Sequential effects of high and low instructional guidance on children’s acquisition of experimentation skills: Is it all in the timing? (2013, background): “These studies have consistently produced meaningful performance gains immediately after training as well as near, medium, far, and remote transfer up to three years after training (Chen and Klahr 1999; Lorch et al. 2010; Strand-Cary and Klahr 2009).”
The Oxford handbook of thinking and reasoning (2012, background): “Even though thousands of schools have adopted discovery learning as an alternative to more didactic approaches to teaching and learning, the evidence showing that it is more effective than traditional, direct, teachercontrolled instructional approaches is mixed, at best (Lorch et al., 2010; Minner, ”