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Using the Hypothesis Scratchpad to scaffold inquiry learning: A scaffold to improve learning results?

Jong, C.H.W. de (2017) Using the Hypothesis Scratchpad to scaffold inquiry learning: A scaffold to improve learning results?

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Abstract:The hypothesis scratchpad (HS) supports students during the process of formulating hypotheses by offering them domain related conditions, dependent variables and independent variables. This study compared the knowledge gain, the gain in inquiry skills, and the testability and domain coverage of formulated hypotheses of students between three configurations of the HS. As a process measure we looked at the testability and the domain coverage of formulated hypotheses for all students. We also examined if the offered amount of support in a HS was of more added value for higher or lower achieving students on the testability and the domain coverage of formulated hypotheses. 179 Dutch secondary school students with a mean age of 12.01 (SD = .37) participated. All participants were randomly assigned to one of the three conditions. Results showed a larger gain of conceptual knowledge for students in the fully supported condition compared to students who were in the other conditions. Students in the fully supported condition also formulated hypotheses with a bigger domain coverage compared to students in the other conditions. A comparison between higher and lower achieving students gave no indications for a differential effect on the testability level and domain coverage of formulated hypotheses.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/72500
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