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AbstractTesting has been proven to be a powerful tool to enhance meaningful learning, but little research has directly examined retrieval-based learning in children. Two experiments investigated through a transfer test whether retrieval practice can facilitate the acquisition of high-level cognitive skills, focusing on the control-of-variables strategy. In two experiments, children of grade 5 and 6 (n = 165/217) initially received a lesson based on a textbook chapter on the control-of-variables strategy. In Experiment 1, we compared the effects of retrieval practice (free recall) and restudy. In Experiment 2, we compared effects of retrieval practice (cued recall), restudy and practically performing an experiment. The results indicate an important limit of retrieval practice in children, as in both studies restudy outperformed the other learning activities. Participants’ metacognitive predictions are in contrast to the actual findings, as they predicted performing an experiment as the most effective learning activity. [ABSTRACT FROM AUTHOR]

Building on rich training literature, we examined which skills constituting the control-of-variables strategy (CVS) benefit from a comprehensive training, and which develop similarly during content-focused inquiry at ages 10–12. In addition, we examined whether prior knowledge, reasoning abilities, and reading comprehension explain variation in intervention effects. In a within-classroom, controlled field-experiment, half of N = 618 children from schools located in the German-speaking part of Switzerland were randomly assigned to a training on the CVS, and the other half to an active control group engaging in content-focused inquiry. Mixed-effects models revealed that the CVS training improved children's skills in planning controlled experiments and understanding the indeterminacy of confounded experiments, whereas it did not show specific effects on children's skills in identifying and interpreting controlled experiments. Children with better reasoning abilities and reading comprehension showed the strongest intervention effects on the more difficult skills. The general and differential effects of training remained mostly stable after a period of 6 months. More basic CVS skills seem to develop without targeted training, whereas more advanced ones benefit most from training that meets learners' preconditions. Educational Impact and Implications Statement: Children's understanding of more difficult aspects of controlled experimentation benefits from training, particularly for those with better reasoning abilities and reading comprehension. These findings encourage teaching more advanced aspects of experimentation already in elementary school, which can have visible developmental impact on children's understanding. Classroom-based trainings should consider heterogeneity in children's cognitive abilities and be designed such that all children's understanding benefits, for example, through providing sufficient guidance and support through structured activities that induce cognitive activation. [ABSTRACT FROM AUTHOR]

Designing and interpreting controlled experiments are important inquiry skills addressed in many current science curricula. The relevant skills associated with the design and interpretation of controlled experiments are summarised under the term control-of-variables strategy (CVS). Research on elementary school students' CVS skills shows that they have basic conceptions of CVS, as they can correctly identify controlled experiments to test given hypotheses and can interpret the results of controlled experiments. However, they perform poorly when they have to plan experiments and interpret confounded experiments. Furthermore, previous research has identified eight misleading preconceptions regarding CVS that cause invalid experimental designs, called design errors. The current study investigates the occurrence and change of design errors during elementary school and their consistency over different tasks. Via a latent class analysis (LCA), we identified three distinct patterns of design errors: (1) correct CVS understanding, (2) change of too many variables and (3) non-contrastive experiments. Our results show that many students as low as grade two have a basic understanding of CVS and that occurring design errors are associated with limited metaconceptual knowledge about when and why to apply CVS. We discuss possible implications of our findings for teaching CVS and further research. [ABSTRACT FROM AUTHOR]

Research on the impact of guided investigation, including verbal guidance strategies, has expanded in the recent decade, and the current work contributes to this line of research in a museum context. The current in‐depth study examines the impact of verbal guidance strategies on family learning at an open‐ended museum exhibit, considering participants' individual characteristics. The experiments and conversations of 104 families were observed at an object motion exhibit. Results show that families, with and without guidance, investigated in a meaningful way by performing control‐of‐variables strategy experiments, investigating a range of variables, and formulating hypotheses and causal explanations. However, the results also show that the process of learning scientific concepts could be improved. Minimal interventions of museum educators positively affected the families' learning process by reducing the number of scientifically incorrect remarks. Interestingly, in addition to discussing the phenomenon, especially the families with highly educated parents discussed the topic of reliability of their experiments, which is an under‐investigated aspect of learning through investigation. Only children's cognitive ability and not parental education was modestly, but consistently related to the families' performance. [ABSTRACT FROM AUTHOR]

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• Conditional sentence comprehension predicts early understanding of hypothesis testing. • Conditional sentence comprehension predicts awareness of control of variables strategy. • Relationships between grammar and science tests are independent of reasoning ability. • Passing science reasoning is associated with high scores on national science test. Principles of scientific investigation are often described using hypothetical "if" sentences. The current study explored whether the acquisition of such language is related to earlier understanding of scientific principles, specifically hypothesis testing and control of variables strategy. 98 children 8–9 years of age were tested individually on conditional sentence comprehension, repetition and scientific reasoning. Reasoning ability was tested with groups of children. Children who failed the scientific reasoning tests were re-administered the test/s they failed and grammar tests two years later (age 10–11). Good understanding of hypothetical conditional sentences at age 8–9 predicted showing understanding of hypothesis testing early (age 8–9) rather than late (age 10–11) and predicted passing control of variables strategy test by age 10–11, controlling for non-verbal and verbal reasoning ability. Comprehension of complex conditional sentences might be helping children with understanding the underlying principles of scientific investigation. [ABSTRACT FROM AUTHOR]

Abstract In a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students' ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdn age = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction (control). Experiments were frequent elements in the physics units; however, there was no explicit instruction of the control-of-variables strategy or other experimentation skills. As intended, students in the intervention classes strongly increased their conceptual physics knowledge. More importantly, students in the intervention classes also showed stronger gains in their ability to apply the control-of-variables strategy correctly in novel situations compared to students in the control classes. Thus, a high dose of experimentation had the collateral benefit of improving the transfer of the control-of-variables strategy. The study complements lab-based studies with convergent findings obtained in real classrooms. Highlights • The control-of-variables strategy (CVS) is a domain general experimentation skill. • Third graders received content-focused instruction with frequent experimentation activities. • This instruction never explicitly explained or mentioned the CVS. • Instruction benefitted content knowledge and the ability to transfer the CVS. [ABSTRACT FROM AUTHOR]

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n = 189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed. [ABSTRACT FROM AUTHOR]

We examined the predictive value and interplay of elementary school students' understanding of the control-of-variables strategy, a domain-general experimentation skill, and their prior content knowledge for subsequent conceptual knowledge acquisition and conceptual change. Trained teachers provided N  = 1809 first to sixth graders with 15 lessons of guided inquiry-based instruction on floating and sinking. We assessed understanding of the control-of-variables strategy before instruction, and conceptual content knowledge from before to after instruction. A mixture model analysis, specifically, a latent transition analysis, indicates that understanding of the control-of-variables strategy predicts content knowledge structure before instruction, and content knowledge development from before to after instruction. These findings corroborate lab-based research on the interplay of experimentation skills and content knowledge in inquiry settings and extend it to teacher-guided classroom instruction. We describe how learning pathways vary depending on students' understanding of the control-of-variables strategy and prior content knowledge, and discuss implications for learning and instruction. [ABSTRACT FROM AUTHOR]

An important, but as yet unresolved pedagogical question is whether discovery-oriented or direct instruction methods lead to greater learning and transfer. We address this issue in a study with 101 fourth and fifth grade students that contrasts two distinct instructional methods. One is a blend of discovery and direct instruction called Invent-then-Tell (IT), and the other is a version of direct instruction called Tell-then-Practice (TP). The relative effectiveness of these methods is compared in the context of learning a critical inquiry skill-the control-of-variables strategy. Previous research has demonstrated the success of IT over TP for teaching deep domain structures, while other research has demonstrated the superiority of direct instruction for teaching simple experimental design, a domain-general inquiry skill. In the present study, students in both conditions made equally large gains on an immediate assessment of their application and conceptual understanding of experimental design, and they also performed similarly on a test of far transfer. These results were fairly consistent across school populations with various levels of prior achievement and socioeconomic status. Findings suggest that broad claims about the relative effectiveness of these two distinct methods should be conditionalized by particular instructional contexts, such as the type of knowledge being taught. [ABSTRACT FROM AUTHOR]

The study aims to investigate the effects of delivery modalities on psychometric characteristics and student performance on cognitive tests. A first study assessed the inductive reasoning ability of 715 students under the supervision of teachers. A second study examined 731 students' performance on the application of the control-of-variables strategy in basic physics but without teacher supervision due to the COVID-19 pandemic. Rasch measurement showed that the online format fitted to the data better in the unidimensional model across two conditions. Under teacher supervision, paper-based testing was better than online testing in terms of reliability and total scores, but contradictory findings were found in turn without teacher supervision. Although measurement invariance was confirmed between two versions at item level, the differential bundle functioning analysis supported the online groups on the item bundles constructed of figure-related materials. Response time was also discussed as an advantage of technology-based assessment for test development. • The psychometric properties were comparable across two testing conditions. • The DBF analyses supported the online groups on the rich-visualization items. • Test results were inconsistent in the two groups through dual testing conditions. • Items with average response time under 30 s seemed to lack discrimination. [ABSTRACT FROM AUTHOR]

A core component of scientific inquiry is the ability to evaluate evidence generated from controlled experiments and then to relate that evidence to a hypothesis or theory. The control-of-variables strategy (CVS) is foundational for school science and scientific literacy, but it does not routinely develop without practice or instruction. This meta-analysis summarizes the findings from 72 intervention studies at least partly designed to increase students' CVS skills. By using the method of robust meta-regression for dealing with multiple effect sizes from single studies, and by excluding outliers, we estimated a mean effect size of g  = 0.61 (95% CI = 0.53–0.69). Our moderator analyses focused on design features, student characteristics, instruction characteristics, and assessment features. Only two instruction characteristics – the use of cognitive conflict and the use of demonstrations – were significantly related to student achievement. Furthermore, the format of the assessment instrument was identified as a major source of variability between study outcomes. Implications for teaching and learning science process skills and future research are discussed. [ABSTRACT FROM AUTHOR]

The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the impact of instruction on CVS development. A detailed review of existing CVS instruments suggests that they utilize different, and only a few of the four, critical CVS sub-skills in the item development. This study presents a new CVS assessment instrument (CVS Inventory, CVSI) and investigates the validity of student measures derived from this instrument utilizing Rasch analyses. The results indicate that the CVSI produces reliable and valid student measures with regard to CVS. Furthermore, the results show that the item difficulty depends on the CVS sub-skills utilized in item development, but not on the item content. Accordingly, previous instruments that are restricted to a few CVS sub-skills tend to over- or underestimate students’ CVS skills. In addition, these results indicate that students are able to use CVS as a domain general strategy in multiple content areas. Consequences for science instruction and assessment are discussed. [ABSTRACT FROM PUBLISHER]