How problem-based or direct instructional case-based learning environments influence pre-service teachers’ cognitive load, motivation and emotions: A quasi-experimental intervention study in teacher education
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Journal of Education and Human Development, Jahrgang 4, Nr. 4, 12.2015, S. 115-129.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - How problem-based or direct instructional case-based learning environments influence pre-service teachers’ cognitive load, motivation and emotions
T2 - A quasi-experimental intervention study in teacher education
AU - Syring, Marcus
AU - Kleinknecht, Marc Peter
AU - Bohl, Thorsten
AU - Kuntze, Sebastian
AU - Rehm, Markus
AU - Schneider, Jürgen
PY - 2015/12
Y1 - 2015/12
N2 - This study examines the effects of “problem-based”(PBL) and “direct instructional”(DI) case-based learning on secondary school pre-service teachers’(n=641) cognitive load and motivational and emotional factors during the learning process and addresses the inter-relationships. Topic of the case-based environments was classroom-management. The results showed that the students feel greater immersion and increased pleasure in the PBL courses. DI courses are also motivating and they reveal a higher level of anger among the students. In both groups, similar inter relationships between cognitive load, motivation, and emotion were found. Our findings show that case-based learning is effective in both environments but it is better suited to PBL courses.
AB - This study examines the effects of “problem-based”(PBL) and “direct instructional”(DI) case-based learning on secondary school pre-service teachers’(n=641) cognitive load and motivational and emotional factors during the learning process and addresses the inter-relationships. Topic of the case-based environments was classroom-management. The results showed that the students feel greater immersion and increased pleasure in the PBL courses. DI courses are also motivating and they reveal a higher level of anger among the students. In both groups, similar inter relationships between cognitive load, motivation, and emotion were found. Our findings show that case-based learning is effective in both environments but it is better suited to PBL courses.
KW - Educational science
KW - case-based learning
KW - videos
KW - problem-based learning
KW - direct instructional learning
KW - cognitive load
KW - motivation
UR - http://jehdnet.com/vol-4-no-4-december-2015-abstract-14-jehd
U2 - 10.15640/jehd.v4n4a14
DO - 10.15640/jehd.v4n4a14
M3 - Journal articles
VL - 4
SP - 115
EP - 129
JO - Journal of Education and Human Development
JF - Journal of Education and Human Development
SN - 2334-296X
IS - 4
ER -