Inventing motivates and prepares student teachers for computer-based learning.

Autor/inn/en	Glogger-Frey, I.; Kappich, Julian; Schwonke, Rolf; Holzäpfel, Lars; Nückles, M.; Renkl, Alexander
Titel	Inventing motivates and prepares student teachers for computer-based learning.
Quelle	In: Journal of computer assisted learning, 31 (2015) 6, S. 546-561Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0266-4909; 1365-2729
DOI	10.1111/jcal.12097
Schlagwörter	Pädagogik; Lehramtsstudium; Referendar; Motivation; Lehrmethode; Unterweisung; Computerunterstütztes Verfahren; Student
Abstract	A brief, problem-oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer-based learning opportunities. In a preliminary experiment, we found that student teachers who were given paper-based course material spent more time on follow-up coursework than teachers who were given a well-developed computer-based learning environment (CBLE), leading to higher learning outcomes. Thus, we tested inventing as an instructional method that may help overcome motivational barriers of teachers' use of computer-supported tools or learning environments in our main experimental study (N = 44). As a computer-based environment, we used the 'Assessment of Learning strategies in Learning journals'. The inventing group produced ideas about criteria to evaluate learning strategies based on student cases prior to the learning phase. The control condition read a text containing possible answers to the inventing problem. The inventing activity enhanced motivation prior to the learning phase and assessment skills as assessed by transfer problems. Hence, the inventing activity prepared student teachers to learn from a CBLE in a motivational as well as cognitive way. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3