Distributed Practice in Classroom Inquiry Science Learning

Autor/inn/en	Svihla, Vanessa; Wester, Michael J.; Linn, Marcia C.
Titel	Distributed Practice in Classroom Inquiry Science Learning
Quelle	In: Learning: Research and Practice, 4 (2018) 2, S.180-202 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Svihla, Vanessa) ORCID (Wester, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2373-5082
DOI	10.1080/23735082.2017.1371321
Schlagwörter	Inquiry; Science Instruction; Teaching Methods; Educational Technology; Technology Uses in Education; Chemistry; Earth Science; High School Students; Secondary School Science; Science Laboratories; Academic Persistence + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Chemie; Earth sciences; Geowissenschaften; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study is inspired by laboratory studies demonstrating that distributing study sessions over time better supports learning and retention than clustering sessions. We compare two implementations of a multi-day inquiry science unit: in the clustered instruction condition, students completed an inquiry unit in five consecutive class periods. In the distributed instruction condition, students completed one activity per week for five weeks. Both conditions resulted in significant and similar gains in understanding and retention overall. Students' self-directed revisits to previously studied materials differed by condition, with students in the clustered condition tending to visit materials studied on previous days. These "distal" revisits explained variance in delayed post-test scores as an interaction effect with condition. Students in the clustered condition who revisited distal materials tended to score higher on the delayed post-test, whereas those in the distributed condition who did so tended to score lower. Our findings illustrate the complexity of realising laboratory findings in classrooms under real-world conditions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01