Supporting inquiry learning by promoting normative understanding of multivariable causality

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...

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Bibliographic Details
Published in:Journal of research in science teaching 2003-11, Vol.40 (9), p.898-921
Main Author: Keselman, Alla
Format: Article
Language:English
Subjects:
African American Students
Cognitive Development
Education and psychology
Educational sciences
Grade 6
Hispanic American Students
Hypothesis Testing
Inferences
Inquiry
Intervention
Learning Activities
Metacognition
Multivariate Analysis
New York
Predictor Variables
Pretests Posttests
Psychology and learning
Public Schools
Questionnaires
Science Activities
Science Curriculum
Science Experiments
Science Teachers
Statistical Analysis
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Summary: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. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 898–921, 2003
ISSN:0022-4308
1098-2736
DOI:10.1002/tea.10115