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Technology, Knowledge and Learning
Published in: Technology, Knowledge and Learning 1/2015

01-04-2015 | Work-in-progress

Virtual Experiments or Worked Examples? How to Learn the Control of Variable Strategy

Author: Shiyu Liu

Published in: Technology, Knowledge and Learning | Issue 1/2015

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Abstract

This research investigates the role of virtual experiments and worked examples in the learning of the control of variable strategy (CVS). Sixty-nine seventh-grade students participated in this study over a span of 6 weeks and were engaged in worked example learning and/or virtual experimentation to study the knowledge and procedures associated with CVS. The results show that learning from only worked examples or virtual experiments yields minimal knowledge gain on CVS. While worked examples can be effective learning tools, additional instructional support and hands-on experiences are critical to elicit deeper understanding of CVS. Moreover, virtual experimentation alone is not sufficient given the cognitive demands it requires for students to discover CVS on their own. However, when integrated with worked example learning, conducting virtual experiments with computer visualizations can lead to positive learning outcomes. This work corresponds to the growing research on productive failure, and opens up further discussions on optimal strategies for learning CVS.
previous article Testing the Impact of a Pre-instructional Digital Game on Middle-Grade Students’ Understanding of Photosynthesis
next article Turning Transfer Inside Out: The Affordances of Virtual Worlds and Mobile Devices in Real World Contexts for Teaching About Causality Across Time and Distance in Ecosystems

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Appendix
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Metadata
Title
Virtual Experiments or Worked Examples? How to Learn the Control of Variable Strategy
Author
Shiyu Liu
Publication date
01-04-2015
Publisher
Springer Netherlands
Published in
Technology, Knowledge and Learning / Issue 1/2015
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI
https://doi.org/10.1007/s10758-014-9240-6

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