Do Learning Activities Improve Students' Ability to Construct Explanatory Models with a Prism Foil Problem?

Autor/inn/en	Gojkošek, Mihael; Sliško, Josip; Planinšic, Gorazd
Titel	Do Learning Activities Improve Students' Ability to Construct Explanatory Models with a Prism Foil Problem?
Quelle	In: Center for Educational Policy Studies Journal, 3 (2013) 3, S.9-28 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Learning Activities; Student Improvement; Skill Development; Concept Formation; Problem Solving; Transfer of Training; Science Education; Scientific Concepts; High School Students; Comparative Analysis; Science Process Skills; Learning Processes; Optics; Science Tests; Coding; Models; Correlation; Scores; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Concept learning; Begriffsbildung; Problemlösen; Training; Transfer; Ausbildung; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Optik; Codierung; Programmierung; Analogiemodell; Korrelation; Slowenien
Abstract	The transfer of knowledge is considered to be a fundamental goal of education; therefore, knowing and understanding the conditions that influence the efficiency of the transfer from learning activity to problem solving play a decisive role in the improvement of science education. In this article, the results of a study of 196 high school students' ability to transfer knowledge in explanatory model construction are present. Three test groups were formed, traditional, prediction and lab groups, in which students were involved in three different learning activities. A week after instruction, students were tested with a foil test and Lawson's Classroom Test of Scientific Reasoning. According to the results, little knowledge transfer from learning activities to the foil test occurred. Among the three tested learning methods, the one asking for prediction seems to best improve the transfer of knowledge. Time spent on activities had little or no effect on the transfer of knowledge. Some possible reasons for the observed results are presented, and the importance of correct scientific explanation during the learning process is considered. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: http://www.cepsj.si/doku.php?id=en:cepsj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01