Abstract
We compare three learning conditions on 57 middle school students’ short- and long-term retention at applying the control of variables strategy. Collapsing over time, direct instruction with reification yielded more robust learning than either direct instruction without reification or discovery learning conditions as measured by skill at constructing unconfounded experiments.
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Sao Pedro, M.A., Gobert, J.D., Raziuddin, J.J. (2010). Long-Term Benefits of Direct Instruction with Reification for Learning the Control of Variables Strategy. In: Aleven, V., Kay, J., Mostow, J. (eds) Intelligent Tutoring Systems. ITS 2010. Lecture Notes in Computer Science, vol 6095. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-13437-1_37
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DOI: https://doi.org/10.1007/978-3-642-13437-1_37
Publisher Name: Springer, Berlin, Heidelberg
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