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Cognitive Achievement and Motivation in Hands‐on and Teacher‐Centred Science Classes: Does an additional hands‐on consolidation phase (concept mapping) optimise cognitive learning at work stations?

Titelangaben

Gerstner, Sabine ; Bogner, Franz X.:
Cognitive Achievement and Motivation in Hands‐on and Teacher‐Centred Science Classes: Does an additional hands‐on consolidation phase (concept mapping) optimise cognitive learning at work stations?
In: International Journal of Science Education. Bd. 32 (2010) Heft 7 . - S. 849-870.
ISSN 1464-5289
DOI: 10.1080/09500690902803604

Abstract

Our study monitored the cognitive and motivational effects within different educational instruction schemes: On the one hand, teacher-centred versus hands-on instruction; on the other hand, hands-on instruction with and without a knowledge consolidation phase (concept mapping). All the instructions dealt with the same content. For all participants, the hands-on approach as well as the concept mapping adaptation were totally new. Our hands-on approach followed instruction based on “learning at work stations”. A total of 397 high-achieving fifth graders participated in our study. We used a pre-test, post-test, retention test design both to detect students' short-term learning success and long-term learning success, and to document their decrease rates of newly acquired knowledge. Additionally, we monitored intrinsic motivation. Although the teacher-centred approach provided higher short-term learning success, hands-on instruction resulted in relatively lower decrease rates. However, after six weeks, all students reached similar levels of newly acquired knowledge. Nevertheless, concept mapping as a knowledge consolidation phase positively affected short-term increase in knowledge. Regularly placed in instruction, it might increase long-term retention rates. Scores of interest, perceived competence and perceived choice were very high in all the instructional schemes. Keywords: Science education; Hands-on; Intrinsic motivation; Concept mapping

Weitere Angaben

Publikationsform: Artikel in einer Zeitschrift
Begutachteter Beitrag: Ja
Zusätzliche Informationen: BAYCEER67685
Institutionen der Universität: Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie > Lehrstuhl Didaktik der Biologie
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie > Lehrstuhl Didaktik der Biologie > Lehrstuhl Didaktik der Biologie - Univ.-Prof. Dr. Franz Bogner
Fakultäten
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften
Fakultäten > Fakultät für Biologie, Chemie und Geowissenschaften > Fachgruppe Biologie
Titel an der UBT entstanden: Ja
Themengebiete aus DDC: 500 Naturwissenschaften und Mathematik
Eingestellt am: 06 Mai 2015 14:57
Letzte Änderung: 06 Mai 2015 14:57
URI: https://eref.uni-bayreuth.de/id/eprint/12957