Learning to Understand the Balance Beam

Hardiman, Pamela Thibodeau; Pollatsek, Alexander; Well, Arnold D.

doi:10.1207/s1532690xci0301_3

Cited by 48 publications

(32 citation statements)

References 12 publications

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“…This are supported by strong evidence from well-designed, controlled experimental studies which supports direct instructional guidance (Moreno, 2004). Hardiman, Pollatsek, and Weil (1986) and Brown and Campione (1994) supported that when students learn science in classrooms with pure-discovery methods and minimal feedback, they often become lost and frustrated, and their confusion can lead to misconceptions. This study showed that even though teachers do not purposely www.ccsenet.org/ass Asian Social Science Vol.…”

Section: Resultsmentioning

confidence: 92%

Inculcation of Science Process Skills in a Science Classroom

Rauf¹,

Rasul²,

Mansor³

et al. 2013

ASS

101

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Teachers play an important role for teaching science process skills in class through planning and arranging learning activities and teaching how to reach scientific information. The purpose of this study was to investigate whether the teaching aproaches used in the teaching and learning process of a science class are able to provide the opportunity to inculcate science process skills and to identify which science process skills were inculcated (if any) during the lesson without actually planning to teach science process skills. This is a qualitative case study in two Smart Schools in Malaysia. 24 students aged 14 years old and two science teachers were the sample of this study This study revealed that the process of teaching and learning science that uses various teaching approaches in one science lessons has additional advantages in terms of providing opportunities for the inculcation of science process skills. It also managed to provide the students with the opportunity to learn independently in acquiring some of the skills. The use of various teaching approaches is in juxtaposition to each other. Science teaching and learning process is a dynamic process, where the movement from one teaching approach to another occur and not necessarily always occur in an orderly sequence. Hence, the use of various teaching approaches in a single lesson can create more opportunities for inculcation and acquisition of science process skills in the classroom.

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Section: Resultsmentioning

confidence: 92%

Inculcation of Science Process Skills in a Science Classroom

Rauf¹,

Rasul²,

Mansor³

et al. 2013

ASS

101

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show abstract

“…Strike and Posner (1985) suggested that students will not change their conceptions unless presented with a good reason to do so. One way to do this is to confront students with their misconceptions by the use of the predict-test-evaluate format (Garfield & Ahlgren, 1988;Hardiman et al, 1986;Mills, 2002;Posner et al, 1982). Finding a way to use this format for abstract ideas as the P-value, however, is difficult.…”

Section: Discussion With Implications For Teachingmentioning

confidence: 99%

“…Guided discovery learning involves giving the students a structure, a series of questions that guide the learner to a predetermined goal (Lane & Peres, 2006 (Garfield & Ahlgren, 1988;Hardiman, Pollatsek, & Well, 1986;Mills, 2002;Posner, Strike, Hewson, & Gertzog, 1982). If the students are not put in a position where they are made to face these discrepancies, they may look for, and find evidence for, their own previous knowledge, which may not be accurate (Shaughnessy, 1992).…”

Section: Discovery Learning and Simulationmentioning

confidence: 99%

Students’ Understanding of Statistical Inference: Implications for Teaching

Reaburn

2018

Structuring the Thesis

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“…Kirschner et al (2006) argued that "Controlled experiments almost uniformly indicate that when dealing with novel information, learners should be explicitly shown what to do and how to do it" (p. 79). Commonly-cited problems with un-guided or minimally-guided instruction include increased working memory load that interferes with schema formation (Tuovinen & Sweller, 1999;Sweller, 1988), encoding of errors and misconceptions (Brown & Campione, 1994), lack of adequate practice and elaboration (Klahr & Nigam, 2004), as well as affective problems of frustration and de-motivation (Hardiman et al, 1986). Klahr & Nigam's (2004) often-cited study compared the relative effectiveness of discovery learning and direct instruction approaches on learning the control of variable strategy (CVS) in scientific experimentation.…”

Section: Introductionmentioning

confidence: 99%

Productive failure in learning the concept of variance

2012

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In a study with 140, ninth-grade mathematics students on learning the concept of variance, students experienced either direct instruction (DI) or productive failure (PF), wherein they were first asked to generate a quantitative index for variance without any guidance before receiving direct instruction on the concept. Whereas DI students relied only on the canonical formulation of variance taught to them, PF students generated a diversity of representations and formulations for variance but were ultimately unsuccessful in developing the canonical formulation. On the posttest however, PF students performed on par with DI students on procedural fluency, and significantly outperformed them on data analysis, conceptual insight, and transfer items. These results challenge the claim that there is little efficacy in having learners solve problems targeting concepts that are novel to them, and that direct instruction alone is the most effective approach for teaching novel concepts to learners.

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Learning to Understand the Balance Beam

Cited by 48 publications

References 12 publications

Inculcation of Science Process Skills in a Science Classroom

Inculcation of Science Process Skills in a Science Classroom

Students’ Understanding of Statistical Inference: Implications for Teaching

Productive failure in learning the concept of variance

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