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Retrieval Practice: A Tool for Teaching the Control-of-Variables Strategy in Science Classrooms?

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Title: Retrieval Practice: A Tool for Teaching the Control-of-Variables Strategy in Science Classrooms?
Authors: Kranz, Johanna (AUTHOR), Möller, Andrea (AUTHOR), Kaufmann, Katrin (AUTHOR), Tempel, Tobias (AUTHOR)
Source: Journal of Experimental Education. 2026, Vol. 94 Issue 3, p420-445. 26p.
Subjects: Retrieval practice, Science education, Metacognition, Experimental methods in education, Cognitive development, Cognitive ability
Abstract: Testing has been proven to be a powerful tool to enhance meaningful learning, but little research has directly examined retrieval-based learning in children. Two experiments investigated through a transfer test whether retrieval practice can facilitate the acquisition of high-level cognitive skills, focusing on the control-of-variables strategy. In two experiments, children of grade 5 and 6 (n = 165/217) initially received a lesson based on a textbook chapter on the control-of-variables strategy. In Experiment 1, we compared the effects of retrieval practice (free recall) and restudy. In Experiment 2, we compared effects of retrieval practice (cued recall), restudy and practically performing an experiment. The results indicate an important limit of retrieval practice in children, as in both studies restudy outperformed the other learning activities. Participants' metacognitive predictions are in contrast to the actual findings, as they predicted performing an experiment as the most effective learning activity. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Retrieval Practice: A Tool for Teaching the Control-of-Variables Strategy in Science Classrooms?
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  Data: <searchLink fieldCode="AR" term="%22Kranz%2C+Johanna%22">Kranz, Johanna</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Möller%2C+Andrea%22">Möller, Andrea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kaufmann%2C+Katrin%22">Kaufmann, Katrin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tempel%2C+Tobias%22">Tempel, Tobias</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2026, Vol. 94 Issue 3, p420-445. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Retrieval+practice%22">Retrieval practice</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+methods+in+education%22">Experimental methods in education</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+ability%22">Cognitive ability</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Testing has been proven to be a powerful tool to enhance meaningful learning, but little research has directly examined retrieval-based learning in children. Two experiments investigated through a transfer test whether retrieval practice can facilitate the acquisition of high-level cognitive skills, focusing on the control-of-variables strategy. In two experiments, children of grade 5 and 6 (n = 165/217) initially received a lesson based on a textbook chapter on the control-of-variables strategy. In Experiment 1, we compared the effects of retrieval practice (free recall) and restudy. In Experiment 2, we compared effects of retrieval practice (cued recall), restudy and practically performing an experiment. The results indicate an important limit of retrieval practice in children, as in both studies restudy outperformed the other learning activities. Participants' metacognitive predictions are in contrast to the actual findings, as they predicted performing an experiment as the most effective learning activity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193599063
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      – Type: doi
        Value: 10.1080/00220973.2024.2392684
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      – Code: eng
        Text: English
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        PageCount: 26
        StartPage: 420
    Subjects:
      – SubjectFull: Retrieval practice
        Type: general
      – SubjectFull: Science education
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Experimental methods in education
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      – SubjectFull: Cognitive development
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      – SubjectFull: Cognitive ability
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            NameFull: Kaufmann, Katrin
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            – D: 01
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              Text: 2026
              Type: published
              Y: 2026
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