Metacognitive and Multimedia Support of Experiments in Inquiry Learning for Science Teacher Preparation

Autor/inn/en	Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten
Titel	Metacognitive and Multimedia Support of Experiments in Inquiry Learning for Science Teacher Preparation
Quelle	In: International Journal of Science Education, 39 (2017) 6, S.701-722 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1301691
Schlagwörter	Metacognition; Science Instruction; Science Teachers; Teacher Education; Multimedia Instruction; Intervention; Factor Analysis; Biology; Preservice Teachers; Teaching Methods; Scaffolding (Teaching Technique); Experimental Groups; Pretests Posttests; Performance; Student Evaluation; Statistical Analysis; Inquiry; Video Technology; Diaries; Learning Strategies; Science Laboratories; Laboratory Experiments; Foreign Countries; Quasiexperimental Design; Control Groups; Germany + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Multimediales Lernen; Faktorenanalyse; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung; Schulnote; Studentische Bewertung; Statistische Analyse; Diary; Tagebuch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Laboratory work; Laborarbeit; Ausland; Deutschland
Abstract	Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01