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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?

Title data

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. Vol. 32 (2010) Issue 7 . - pp. 849-870.
ISSN 1464-5289
DOI: https://doi.org/10.1080/09500690902803604

Abstract in another language

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

Further data

Item Type: Article in a journal
Refereed: Yes
Additional notes: BAYCEER67685
Institutions of the University: Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology > Chair Didactics of Biology > Chair Didactics of Biology - Univ.-Prof. Dr. Franz Xaver Bogner
Faculties
Faculties > Faculty of Biology, Chemistry and Earth Sciences
Faculties > Faculty of Biology, Chemistry and Earth Sciences > Department of Biology
Result of work at the UBT: Yes
DDC Subjects: 500 Science
Date Deposited: 06 May 2015 14:57
Last Modified: 06 May 2015 14:57
URI: https://eref.uni-bayreuth.de/id/eprint/12957