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Combining direct instruction on the Control-of-Variables strategy with task segmentation : is there a positive synergistic effect?

Harmelen, E. van (2017) Combining direct instruction on the Control-of-Variables strategy with task segmentation : is there a positive synergistic effect?

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Abstract:This study focused on whether combining direct instruction (DI) and task segmentation (TS) led to a higher percentage of unconfounded experiments, a higher gain in CVS-knowledge, a higher number of variables investigated and higher flow-scores when compared to these types of support used individually and a control condition. Quantitative results showed DI and TS combined did not score significantly higher on percentage of unconfounded experiments and CVS-knowledge. Furthermore, no significant differences were found between the combined condition and other conditions concerning flow and number of variables investigated. The DI-condition outperformed other conditions on the CVS knowledge acquisition. Additionally, the TS-condition outperformed the other conditions on percentage of CVS-experiments. Qualitative results showed children struggled with dealing with incorrect circuits and applying CVS, even when their scores on the CVS-test was high. No positive synergistic effect of combining DI and TS was found in this study. However, results support previous findings concerning regulative effects of task segmentation. Furthermore, results of this study concerning learning gains of the direct instruction condition on CVS-knowledge support prior findings concerning effectiveness of direct instruction on the CVS. However, in contrast to prior findings, the DI condition did not outperform other conditions on percentage of uncounfounded experiments.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Awards:Research Honours
Link to this item:http://purl.utwente.nl/essays/72462
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