This article outlines an experiment in which sixty-four sixth-grade students were divided into two groups: a control group, which was given novelty-reducing treatment on a field trip, and a placebo group, which was not subject to novelty-reducing treatment. Results of the experiment showed that exploratory behavior was positively correlated with cognitive learning.
Associated Projects
TEAM MEMBERS
![](/themes/custom/jumpstart/images/logo-mobile-white.png)
University of Washington, Seattle
Contributor
![](/themes/custom/jumpstart/images/logo-mobile-white.png)
Carole A. Kubota
Author
University of Washington
![](/themes/custom/jumpstart/images/logo-mobile-white.png)
Roger G. Olstad
Author
University of Washington
Citation
DOI
:
10.1002/tea.3660280304
Publication Name:
Journal of Research in Science Teaching
Volume:
28
Number:
3
Page Number:
225
If you would like to edit a resource, please email us to submit your request.