Inquiry-learning: Mehrstufige unterstützung hinsichtlich inquiry, erklärungen und Regulation während eines inquiry-zyklus

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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Inquiry-learning: Mehrstufige unterstützung hinsichtlich inquiry, erklärungen und Regulation während eines inquiry-zyklus. / Wichmann, Astrid; Leutner, Detlev.
in: Zeitschrift fur Padagogische Psychologie, Jahrgang 23, Nr. 2, 2009, S. 117-127.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

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@article{e87f1f62f9844ee4a5a50148f77f173e,
title = "Inquiry-learning: Mehrstufige unterst{\"u}tzung hinsichtlich inquiry, erkl{\"a}rungen und Regulation w{\"a}hrend eines inquiry-zyklus",
abstract = "Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.",
keywords = "Explanations, Inquiry learning, Regulation, Simulation-based learning, Psychologie",
author = "Astrid Wichmann and Detlev Leutner",
year = "2009",
doi = "10.1024/1010-0652.23.2.117",
language = "Deutsch",
volume = "23",
pages = "117--127",
journal = "Zeitschrift fur Padagogische Psychologie",
issn = "1010-0652",
publisher = "Hogrefe Verlag GmbH & Co. KG",
number = "2",

}

RIS

TY - JOUR

T1 - Inquiry-learning

T2 - Mehrstufige unterstützung hinsichtlich inquiry, erklärungen und Regulation während eines inquiry-zyklus

AU - Wichmann, Astrid

AU - Leutner, Detlev

PY - 2009

Y1 - 2009

N2 - Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

AB - Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

KW - Explanations

KW - Inquiry learning

KW - Regulation

KW - Simulation-based learning

KW - Psychologie

UR - http://www.scopus.com/inward/record.url?scp=67651095918&partnerID=8YFLogxK

U2 - 10.1024/1010-0652.23.2.117

DO - 10.1024/1010-0652.23.2.117

M3 - Zeitschriftenaufsätze

AN - SCOPUS:67651095918

VL - 23

SP - 117

EP - 127

JO - Zeitschrift fur Padagogische Psychologie

JF - Zeitschrift fur Padagogische Psychologie

SN - 1010-0652

IS - 2

ER -

DOI