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Psychology of ScienceImplicit and Explicit Processes$
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Robert W. Proctor and E.J. Capaldi

Print publication date: 2012

Print ISBN-13: 9780199753628

Published to Oxford Scholarship Online: September 2012

DOI: 10.1093/acprof:oso/9780199753628.001.0001

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Detecting, Classifying, and Remediating

Detecting, Classifying, and Remediating

Children’s Explicit and Implicit Misconceptions about Experimental Design

Chapter:
(p.137) 7 Detecting, Classifying, and Remediating
Source:
Psychology of Science
Author(s):

Stephanie A. Siler

David Klahr

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199753628.003.0007

Students come to science classes with preconceptions about the natural world and ways to explore that world to learn more about it. Students' prior beliefs may distort their understanding of how to design an experiment and also its purpose: to identify causal factors. These prior beliefs influence students' reasoning about experimentation, leading them to misconstrue instruction aimed at teaching them about the core component of experimental design: the Control of Variables Strategy (CVS). Many students erroneously interpret the instructional goal as to teach them some domain-specific knowledge or to produce a desired effect, rather than as how to execute a domain-general procedure for designing experiments. The behavior of late-elementary and middle school students is examined to categorize common misconceptions about the goal of the CVS instruction, describe how those misconceptions led to delays or failures in learning CVS, and suggest instructional procedures that can be used to remediate the misconceptions.

Keywords:   middle school students, prior beliefs, experimental design, causal reasoning, experimentation, Control of Vaiables Strategy, domain-specific knowledge, domain-general procedure, elementary school students, instruction

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