The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Point and Click or Grab and Heft: Comparing the Influence of Physical and Virtual Instructional Materials on Elementary School Students' Ability to Design Experiments
Open accessAbstract
The widespread availability of computers in elementary schools makes them an appealing option for presenting instructional materials in laboratory science. However, there are neither theoretical nor empirical grounds for predicting whether virtual or physical presentation of instructional materials will be more effective. The definition of "active manipulation" is poorly specified and there are few studies that directly compare the two approaches unaccompanied by other potential confounds. In this study, 4th- and 5th-grade children were taught how to design simple unconfounded experiments using 1 of 2 instructional methods differing only in whether children manipulated physical or virtual materials. The 2 types of materials were equally effective in achieving several instructional objectives, including the design of unconfounded experiments, the derivation of correct predictions from them, and explicit reference to the need for experiments to be unconfounded.
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Citations
Cites
Reconsidering Research on Learning from Media
Clark, R. E. (1983) · Review of Educational Research · doi:10.3102/00346543053004445 · Cited by 2,715
Media will never influence learning
Clark, R. E. (1994) · Educational Technology Research and Development · doi:10.1007/bf02299088 · Cited by 1,893
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394 · cited 2×
“…systems from different domains have been evaluated—including some with impressive results (e.g., Koedinger, Anderson, Hadley, & Mark, 1997; White & Frederiksen, 1998)—such assessments typically, and intentionally, confound the computer versus noncomputer comparison with a host of other…”
BackgroundConcrete Manipulatives, Concrete Ideas
Clements, D. H. (2000) · Contemporary Issues in Early Childhood · doi:10.2304/ciec.2000.1.1.7 · Cited by 282
Effects of Activity-based Elementary Science on Student Outcomes: A Quantitative Synthesis
Bredderman, T. (1983) · Review of Educational Research · doi:10.3102/00346543053004499 · Cited by 220
Erdosne Toth, E., Klahr, D., & Chen, Z. (2000) · Cognition and Instruction · doi:10.1207/s1532690xci1804_1 · Cited by 106 · cited 3×
“Toth, Klahr, and Chen (2000) extended the Chen and Klahr (1999) method for teaching CVS to a classroom context in which students’ regular science teachers presented the instruction.”
BackgroundMethodInfluentialSelf-citation
Cited by
Physical and Virtual Laboratories in Science and Engineering Education
de Jong, T., Linn, M. C., & Zacharia, Z. C. (2013) · Science · doi:10.1126/science.1230579 · Cited by 1,083
Finkelstein, N. D., Adams, W. K., Keller, C. J., Kohl, P. B., Perkins, K. K., Podolefsky, N. S., Reid, S., & LeMaster, R. (2005) · Physical Review Special Topics - Physics Education Research · doi:10.1103/physrevstper.1.010103 · Cited by 645
Klahr, D., Triona, L. M., & Williams, C. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20152 · Cited by 357
Self-citationZacharia, Z. C. (2007) · Journal of Computer Assisted Learning · doi:10.1111/j.1365-2729.2006.00215.x · Cited by 339
Riopel, M., Nenciovici, L., Potvin, P., Chastenay, P., Charland, P., Sarrasin, J. B., & Masson, S. (2019) · Studies in Science Education · doi:10.1080/03057267.2019.1722420 · Cited by 127
Metadata
- Authors
- Triona, L. M., & Klahr, D.
- Venue
- Cognition and Instruction
- Publisher
- Informa UK Limited
- Published
- 2003-06
- Volume
- 21
- Issue
- 2
- Pages
- 149-173
- ISSN
- 0737-0008 (ISSN-L)
- 1532-690X
- OpenAlex
- W2093207209
- Cited by
- 268
- References
- 6
- FWCI
- 17.40
- Type
- journal article
- Language
- en
- Open access
- bronze
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
