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.
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.