The long‐term effect of intensive instruction on the open exploration behavior of ninth grade students

Abstract

AbstractThis study reports the long‐term effects of intensive instruction (II) in the cue attendance (CA) or hypothesis generation (HG) on open‐exploration behavior. The five dependent measures included: the number of observed details; the number and quality of hypotheses; and the number and diversity of questions. In the original study, Ss receiving either form of II performed significantly better than control Ss on all dependent measures. Both experimental groups performed equally well except for a large number of details observed by the II group. Fifteen months later, Ss II in CA were able to describe more details and ask more questions with greater diversity than the II in HG group or the control Ss. Ss II in HG produced more hypotheses than the control Ss and a higher quality of hypotheses than either the control Ss or the II in CA group.