Improved Application of the Control-of-Variables Strategy as a Collateral Benefit of Inquiry-Based Physics Education in Elementary School

Abstract

In a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students' ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdnage = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction (control). Experiments were frequent elements in the physics units; however, there was no explicit instruction of the control-ofvariables strategy or other experimentation skills. As intended, students in the intervention classes strongly increased their conceptual physics knowledge. More importantly, students in the intervention classes also showed stronger gains in their ability to apply the control-of-variables strategy correctly in novel situations compared to students in the control classes. Thus, a high dose of experimentation had the collateral benefit of improving the transfer of the control-ofvariables strategy. The study complements lab-based studies with convergent findings obtained in real classrooms.

The Relevance of Inquiry-Based Learning in Basic Reading Skills Exercises for Improving Student Learning Outcomes in Madrasah Ibtidaiyah

“…The madrasah learning method is still the central teacher orientation method. A similar point has been discussed by Schalk et al, (2019) who examined efforts to increase the implementation of variable-control strategies as a guarantee of the benefits of inquiry-based physics education in primary schools. So if we examine its relation to reading skills, Schalk does it by linking it to physics education.…”

Scientific inquiry in TIMSS and PISA 2015. Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science

“…It certainly is a misconception to assume that engaging students in inquiry practice would ultimately lead to the attainment of inquiry as an end, more specifically students' development of procedural and epistemic knowledge of inquiry (e.g., J. Lederman et al, 2019;Schalk, Edelsbrunner, Deiglmayr, Schumacher, & Stern, 2019). As partly shown by this study, there is no guarantee that students who are proficient in applying the VOTAT strategy in a univariable experiment would be able to transfer this strategy to a multivariable situation (procedural) and explain why the strategy is essential for establishing scientific knowledge (epistemic).…”