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We investigated whether retrieval-based learning can facilitate the acquisition of cognitive skills, focusing on the control-of-variables strategy. This core scientific experimentation skill is regularly taught in science education classes because understanding it is essential for understanding experimental investigations in science. In the present study, participants initially read a text explaining the control-of-variables strategy. We compared the effects of subsequent retrieval practice and restudy of the text in performing a transfer test requiring the application of the control-of-variables strategy by judging the validity of a number of experimental designs. In addition, recall of the initially studied text was assessed as well. Repeated retrieval practice in combination with restudy opportunities resulted in better performance in both the transfer test and the recall test as compared to mere restudy or a single study opportunity. These findings demonstrate that retrieval practice is a useful tool for promoting deep conceptual learning.
The effect of direct instruction and web quest on learning outcome in computer science education.
(2018)
Answers to the questions of which instructional methods are suitable for school and should be applied in teaching individual subjects and also how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: direct instruction and web quest. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on QR code is assessed with reference to multiple-choice test items. The empirical findings show that learning with direct instruction performs better than web quest.