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Very long-term retention of the control of variables strategy following a brief intervention

Institution:	1. Department of CS, Eastern Kentucky University, Richmond, KY 40475, USA;2. 2;3. Department of EECS, South Dakota State University, Brookings, SD 57007, USA;4. Department of CS, San Diego State University, San Diego, CA 92128, USA

Abstract:	Middle school students (n = 354) were tested for their understanding of the control of variables strategy (CVS) 2.5 years after participating in a study comparing three different interventions for teaching CVS. The key finding was that the pattern of effects observed in the 4^th grade continued to be observed in the 6^th grade. This was because (a) students who had mastered CVS in the 4^th grade were likely to continue to perform at mastery levels in the 6^th grade whereas (b) the learning of students who had not mastered CVS in 4^th grade was independent of the teaching intervention they had received in the 4^th-grade study. These findings demonstrate that a brief intervention of direct instruction in CVS can produce long-lasting learning of the principle of controlling variables.

Keywords:	Science education Robust learning Inquiry in science Control of variables strategy Retention of learning
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