Literaturnachweis - Detailanzeige
Autor/inn/en | Großmann, Nadine; Wilde, Matthias |
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Titel | Experimentation in Biology Lessons: Guided Discovery through Incremental Scaffolds |
Quelle | In: International Journal of Science Education, 41 (2019) 6, S.759-781 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2019.1579392 |
Schlagwörter | Experiments; Biology; Scaffolding (Teaching Technique); Grade 7; Science Instruction; Secondary School Students; Secondary School Science; Foreign Countries; Discovery Learning; Science Teachers; Secondary School Teachers; Germany Erprobung; Biologie; School year 07; 7. Schuljahr; Schuljahr 07; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Ausland; Entdeckendes Lernen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Deutschland |
Abstract | Experimentation is a complex problem-solving process. In biology lessons, experiments involve creative thinking and open discovery; however, they still require some degree of instructional guidance. The right balance between discovery learning and instructional guidance depends substantially on students' prior knowledge. Students with low prior knowledge in particular might have difficulties with conducting and understanding experiments. Incremental scaffolds might be a valuable tool to meditate between pure discovery and strong guidance while simultaneously taking learners' individual knowledge and skills into account. In the current study, we examined the effects of incremental scaffolds (IncSc), no scaffolds (NoSc), and worked-out examples (WoEx) on students' knowledge acquisition while doing inquiry-based experimentation with a special focus on students with low prior knowledge. In a pre-posttest design, 193 students (M[subscript age]= 13.02 ± 0.81 years) participated in a four-hour teaching unit on animals' overwintering strategies. In the pre- and posttest, we assessed the students' conceptual and procedural knowledge. Our results partially confirmed our hypotheses: Regarding the conceptual and procedural knowledge of all students, incremental scaffolds showed no additional benefit regarding students' knowledge in the posttest when compared to working with no scaffolds or worked out examples. For the students with low prior knowledge, working with incremental scaffolds led to higher conceptual and procedural knowledge after the teaching unit than working with worked-out examples. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |