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Publication Date
5-2015
Date of Final Oral Examination (Defense)
3-4-2015
Type of Culminating Activity
Thesis - Boise State University Access Only
Degree Title
Master of Science in STEM Education
Department
Curriculum, Instruction, and Foundational Studies
Major Advisor
Keith W. Thiede, Ph.D.
Major Advisor
Michele Carney, Ph.D.
Advisor
Michele Carney, Ph.D.
Advisor
Gwyneth R. Hughes, Ph.D.
Abstract
The order in which material is presented and explored may affect a student’s connection to and transfer of knowledge. In this study, direct instruction and exploration order were manipulated to determine the impact on depth of connection and transfer of learning. Students (N=179) from a chemistry class were assigned to two groups that received direct instruction and an exploration of specific heat and variability of data with increased trials. One group received direct instruction followed by guided exploration (di-exploration) while the other group did guided exploration and then received direct instruction (exploration-di). The exploration-di group retained more knowledge about variability and transferred that knowledge marginally better to another context (far transfer) and in context-free problems (generalization).
Recommended Citation
Koch, Kathleen J., "The Effect of Order Between Direct Instruction and Exploration on Connection to and Transfer of Variability" (2015). Boise State University Theses and Dissertations. 948.
https://scholarworks.boisestate.edu/td/948