Impact of additional guidance in science education on primary students' conceptual understanding.

Autor/inn/en	Decristan, Jasmin; Hondrich, Annika Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; Kunter, Mareike; Lühken, Arnim; Adl-Amini, Katja; Djakovic, Sanna-Kristina; Mannel, Susanne; Naumann, Alexander; Hardy, Ilonca
Titel	Impact of additional guidance in science education on primary students' conceptual understanding.
Quelle	In: The journal of educational research, 108 (2015) 5, S. 358-370 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0671; 1940-0675
DOI	10.1080/00220671.2014.899957
Schlagwörter	Empirische Untersuchung; Mehrebenenanalyse; Kognitive Kompetenz; Verstehen; Deutschland; Grundschule; Lehrer; Naturwissenschaftlicher Unterricht; Schüler; Verstehen; Sprachkompetenz; Unterrichtsmethode; Entdeckendes Lernen; Kognitive Kompetenz; Videoaufzeichnung; Grundschule; Lehrer; Schüler; Entdeckendes Lernen; Lernberatung; Lernmethode; Peer Group; Unterrichtsmethode; Videoaufzeichnung; Sprachkompetenz; Mathematische Kompetenz; Naturwissenschaftliche Kompetenz; Naturwissenschaftlicher Unterricht; Mehrebenenanalyse; Deutschland
Abstract	A cognitive and a guidance dimension can describe the support of students' conceptual understanding in inquiry-based science education. The role of guidance for student learning has been intensively discussed. Furthermore, inquiry learning may pose particular challenges to students with low language proficiency. The present intervention in primary school (54 teachers, 1,070 students) aimed to examine the effects of additional guidance. Therefore, the control group uses a science unit mainly addressing the cognitive dimension of inquiry. In the 3 treatment groups, this unit was enriched with guidance through scaffolding instructional discourse, formative assessment, or peer-assisted learning. The results (43 teachers, 873 students) confirm that in each intervention condition, students' conceptual understanding significantly improves. In the formative assessment group, students' mean conceptual understanding is higher than in the control group. Moreover, formative assessment and scaffolding instructional discourse provided particular support to the conceptual understanding of students with poor language proficiency. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4