Impact of Additional Guidance in Science Education on Primary Students' Conceptual Understanding

Autor/inn/en	Decristan, Jasmin; Hondrich, A. Lena; Büttner, Gerhard; Hertel, Silke; Klieme, Eckhard; Kunter, Mareike; Lühken, Arnim; Adl-Amini, Katja; Djakovic, Sanna-K.; Mannel, Susanne; Naumann, Alexander; Hardy, Ilonca
Titel	Impact of Additional Guidance in Science Education on Primary Students' Conceptual Understanding
Quelle	In: Journal of Educational Research, 108 (2015) 5, S.358-370 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.899957
Schlagwörter	Science Education; Concept Teaching; Elementary School Students; Guidance Programs; Active Learning; Inquiry; Control Groups; Experimental Groups; Scaffolding (Teaching Technique); Intervention; Formative Evaluation; Scientific Concepts; Scientific Literacy; Science Achievement; Peer Teaching; Teaching Methods; Grade 3; Faculty Development; Elementary School Teachers; Units of Study; Hypothesis Testing; Regression (Statistics); Instructional Effectiveness; Intermode Differences; Foreign Countries; Teacher Workshops; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Aktives Lernen; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lerneinheit; Hypothesenprüfung; Hypothesentest; Regression; Regressionsanalyse; Unterrichtserfolg; Ausland; Statistische Analyse; 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01