Archived: Slide 27 -- How can laboratory research in cognitive and developmental psychology contribute to science education(and vice versa)?

A r c h i v e d I n f o r m a t i o n

How can laboratory research in cognitive and developmental psychology contribute to science education.(and vice versa)?


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Slide 27

Results

Day 1				Day 2
70% 60% 50% 40% 30% 20% 10% 0%
	Exploration	Training Manipulation shown as a dotted line in the image	Within Domain Transfer	Between Domain Transfer

Discover children made no significant gains (line graph starts around 35% for Day 1 in Exploration, goes through Training Manipulation about 37% in Without Domain Transfer, peaks at about 43% for Day 2 in Between Doman Transfer before ending at approximately 38% in Between Domain Transfer).

Socratic children had a slight improvement by the end of the transfer phases (line graph starts around 37% for Day 1 in Exploration, goes through Training Manipulation about 44% in Without Domain Transfer, goes to approximately 50% for Day 2 in Between Doman Transfer before ending at approximately 54% in Between Domain Transfer).

Direct, Didatic children immediately increased their use of CVS (line graph starts around 42% for Day 1 in Exploration, goes through Training Manipulation about 65% in Without Domain Transfer, goes to approximately 62% for Day 2 in Between Doman Transfer before ending at approximately 65% in Between Domain Transfer).

Direct, Didatic children transferred their knowledge to new domains.

Examine this condition (line pointing to the Direct, Didatic result) by grade.