Effects of withholding answers coupled with physical manipulation on students’ learning of magnetism-related science content

ABSTRACT

Background

The question of the efficiency of withholding answers and the physical manipulation of material in science education has become the target of a large number of researchers (proponents of the Cognitive Load Theory) in recent years. However, no research has been found examining the contribution of these elements of teaching to the development of a deeper conceptual understanding and the retention of what has been learned in the scientific education of lower primary school students.

Purpose

This research aims to examine whether withholding answers coupled with physical manipulation of material contribute to developing a deeper conceptual understanding and retention of learning about magnetism-related content in a hands-on (HO) learning environment on higher-level cognitive skills.

Sample

The research involved N = 80 third graders (aged 9–10 years) from four classes of two primary schools from a smaller urban environment.

Design and methods

The research uses a quasi-experimental design. The convenience sampling method was used in the research. Students were assigned into the following groups: DIHO (direct instruction + experimenter demonstration of HO – no withholding answers + no physical manipulation) and IIHO (implicit instruction + independent student performance of HO – withholding answers + physical manipulation).

Results

The results of ANCOVA analysis show that the students in the IIHO group achieved a much deeper conceptual understanding and retention of what they learned about magnetism-related content at higher-level cognitive skill: I create when compared to the students in the DIHO group.

Conclusion

It is assumed that withholding answers coupled with physical manipulation of material, contribute to the higher motivation and additional engagement of students on a mental level, which triggers a germane cognitive load, which is essential for productive learning.

KEYWORDS:

• Conceptual understanding
• direct instruction
• indirect instruction
• physical manipulation
• withholding answers

Acknowledgments

The authors thank to the Projects that supported the realization of this research, as well as the students who participated in the research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Ethical approval

All procedures followed were in accordance with the ethical standards and principles of the conducting a survey of the School of Education and School of Philosophy, University of Novi Sad as well as School of Education, Johannes Kepler University. An ethical approval was not mandatory - necessary for the type of collected data (i.e. anonymous test data) at the time when the study was conducted.

Informed consent

For the realization of the research, permission (consent) was sought from primary school principals, school pedagogues and psychologists, as well as teachers from selected classes, parents of children as well as the children themselves. Participation in the study was voluntary. The data was collected, saved and analyzed anonymously.

Research involving human participants – rights

The study involved human participants (third grade students, aged 9-10) who voluntarily chose to participate in the research. All research participants are guaranteed anonymity.

Additional information

Funding

This research was supported by the [Funding Agency 1 - Upgrading pre- and in-service teachers’ digital skills with online STEAM hands-on training modules] under Grant [no: KA203-55B7004A], [Funding Agency 2 - Quality of the education system of Serbia in the European perspective] under Grant [no: 179010].