Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality

Autor/in	Keselman, Alla
Titel	Supporting Inquiry Learning by Promoting Normative Understanding of Multivariable Causality
Quelle	In: Journal of Research in Science Teaching, 40 (2003) 9, S.898-921 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.10115
Schlagwörter	Grade 6; Inferences; Metacognition; Cognitive Development; Inquiry; Intervention; Predictor Variables; Questionnaires; Learning Activities; Science Activities; Hypothesis Testing; Science Experiments; Public Schools; Science Teachers; Science Curriculum; African American Students; Hispanic American Students; Pretests Posttests; Multivariate Analysis; Statistical Analysis; New York + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Inference; Inferenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Entwicklung; Prädiktor; Fragebogen; Lernaktivität; Hypothesenprüfung; Hypothesentest; Public school; Öffentliche Schule; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Multivariate Analyse; Statistische Analyse
Abstract	Early adolescents may lack the cognitive and metacognitive skills necessary for effective inquiry learning. In particular, they are likely to have a nonnormative mental model of multivariable causality in which effects of individual variables are neither additive nor consistent. Described here is a software-based intervention designed to facilitate students' metalevel and performance-level inquiry skills by enhancing their understanding of multivariable causality. Relative to an exploration-only group, sixth graders who practiced predicting an outcome (earthquake risk) based on multiple factors demonstrated increased attention to evidence, improved metalevel appreciation of effective strategies, and a trend toward consistent use of a controlled comparison strategy. Sixth graders who also received explicit instruction in making predictions based on multiple factors showed additional improvement in their ability to compare multiple instances as a basis for inferences and constructed the most accurate knowledge of the system. Gains were maintained in transfer tasks. The cognitive skills and metalevel understanding examined here are essential to inquiry learning. (Contains 8 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10