Influence of Using Challenging Tasks in Biology Classrooms on Students' Cognitive Knowledge Structure: An Empirical Video Study

Autor/inn/en	Nawani, Jigna; Rixius, Julia; Neuhaus, Birgit J.
Titel	Influence of Using Challenging Tasks in Biology Classrooms on Students' Cognitive Knowledge Structure: An Empirical Video Study
Quelle	In: International Journal of Science Education, 38 (2016) 12, S.1882-1903 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1213456
Schlagwörter	Biology; Video Technology; Concept Mapping; Foreign Countries; Science Instruction; Quasiexperimental Design; Cognitive Processes; Student Interests; Achievement Tests; Elementary Secondary Education; Mathematics Achievement; Science Achievement; International Assessment; Mathematics Tests; Science Tests; Secondary School Students; Maximum Likelihood Statistics; Science Teachers; Metabolism; Hierarchical Linear Modeling; Observation; Grade 9; Pretests Posttests; Questionnaires; Likert Scales; Student Motivation; Germany; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Biologie; Concept Map; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Studieninteresse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Stoffwechsel; Beobachtung; School year 09; 9. Schuljahr; Schuljahr 09; Fragebogen; Likert-Skala; Schulische Motivation; Deutschland
Abstract	Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic "blood and circulatory system". Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, "students' cognitive knowledge structure" about the topic "blood and circulatory system" was measured using student-drawn concept maps (N = 970 students). Finally, linear multilevel models were created with "high-level cognitive processing tasks" and "higher content complexity tasks" as class-level predictors and "students' prior knowledge", "students' interest in biology", and "students' interest in biology activities" as control covariates. Results showed a positive influence of high-level cognitive processing tasks (ß = 0.07; p <0.01) on "students' cognitive knowledge structure". However, there was no observed effect of "higher content complexity tasks" on "students' cognitive knowledge structure." Presented findings encourage the use of "high-level cognitive processing tasks" in biology instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01