Experiments in learning and transfer of inquiry strategies using short instructional videos
Abstract/Contents
- Abstract
- Science simulations enable students to conduct rapid experimentation. Many students conduct sub-optimal experiments. Consequently, they may not discover the underlying scientific regularities. The current research examined whether simple instructional videos can help students learn more effective inquiry strategies such that they will spontaneously use them in a new situation. Five experiments with 591 eighth-graders in Colombia compared the effectiveness of five instructional conditions and a Control condition. Instructional conditions varied in the number of pedagogical features hypothesized to be helpful. At the simplest level -- Show Effective -- an instructional video simply showed an effective inquiry strategy for a simulation after the students had already tried the simulation themselves. At the most complex level -- Expanded -- students were shown the effective strategy along with an explanation. They were also shown a common ineffective (default) strategy and an explanation of why this strategy is an alluring default. Importantly, the Expanded instruction also told students that the effective strategy is more cognitively demanding in the short run but better than the tempting default strategy in the long run. Several additional conditions partied the relative effect of the different elements added to the Expanded instruction. Students engaged in simulations as a pre-test and a transfer task roughly two weeks later. We analyzed changes in their inquiry patterns because of the intervening instructional videos. The experiments were conducted under the highly variable school conditions brought about by COVID-19, as well as sampling across very different types of schools. No experiment yielded definitive results. However, when aggregating across the studies, the Expanded instructional model led to significantly greater transfer of the effective strategy while reducing the default strategy. This work provides initial evidence that adding a cue to resist the lure of a poor strategy plus recognizing the effort of the effective strategy improves transfer over simply explaining the effective strategy and alerting students to a common ineffective strategy.
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource. |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2022; ©2022 |
| Publication date | 2022; 2022 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Saavedra Pineda, Ana Maria |
|---|---|
| Degree supervisor | Schwartz, Daniel L |
| Thesis advisor | Schwartz, Daniel L |
| Thesis advisor | Bernstein, Michael |
| Thesis advisor | Levine, Sarah L. (Sarah Loewenberg), 1946- |
| Thesis advisor | Wieman, C. E. (Carl Edwin) |
| Degree committee member | Bernstein, Michael |
| Degree committee member | Levine, Sarah L. (Sarah Loewenberg), 1946- |
| Degree committee member | Wieman, C. E. (Carl Edwin) |
| Associated with | Stanford University, Graduate School of Education |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Ana Saavedra. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis Ph.D. Stanford University 2022. |
| Location | https://purl.stanford.edu/nh882gv9663 |
Access conditions
- Copyright
- © 2022 by Ana Maria Saavedra Pineda
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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