Enhancing Physics Learning with Cognitively Activating Instruction: A Quasi-Experimental Classroom Intervention Study

Autor/inn/en	Hofer, Sarah I.; Schumacher, Ralph; Rubin, Herbert; Stern, Elsbeth
Titel	Enhancing Physics Learning with Cognitively Activating Instruction: A Quasi-Experimental Classroom Intervention Study
Quelle	In: Journal of Educational Psychology, 110 (2018) 8, S.1175-1191 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000266
Schlagwörter	Physics; Science Instruction; Scientific Concepts; Teaching Methods; Cognitive Processes; Metacognition; Gender Differences; Secondary School Students; Secondary School Science; Instructional Effectiveness; Concept Formation; Foreign Countries; Problem Solving; Intelligence Tests; Switzerland; Raven Advanced Progressive Matrices + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Geschlechterkonflikt; Sekundarschüler; Unterrichtserfolg; Concept learning; Begriffsbildung; Ausland; Problemlösen; Intelligence test; Intelligenztest; Schweiz
Abstract	Physics educators today face two major challenges: supporting the acquisition of a solid base of conceptual knowledge and reducing the persisting gender gap. In the present quasi-experimental study, we investigated the potential of physics instruction that is enriched with evidence-based cognitively activating methods, such as inventing with contrasting cases or metacognitive questions, to overcome both of these challenges. Four physics teachers in charge of two parallel classes each applied our cognitively activating instruction in one of their classes (CogAct classes). The other classes received regular physics lessons (regular classes) on the same content. The sample consisted of 172 individuals from the advanced track of Swiss secondary school. Controlling for several individual student variables, CogAct classes (N = 87) outperformed regular classes (N = 85) in conceptual understanding at posttest (p < 0.01, ß = 0.19, 95% CI [0.07, 0.32]) and three months later (p < 0.05, ß = 0.13, 95% CI [0.00, 0.26]). The CogAct classes' advantage in conceptual understanding was not at the expense of their quantitative problem-solving performance, which even exceeded the quantitative problem-solving performance of the regular classes at posttest (p < 0.05, ß = 0.14, 95% CI [0.00, 0.28]). In addition, female students with above-average intelligence (PR >75) particularly benefited from CogAct instruction, as indicated by descriptive statistics and the interaction between intelligence and condition in the group of the female students for posttest conceptual understanding (p < 0.05, ß = 0.88, 95% CI [0.06, 1.69]). We conclude that teachers can successfully be supported in implementing cognitively activating methods that improve their students' conceptual understanding and reduce the gender gap in physics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01