Inquiry-learning: Mehrstufige unterstützung hinsichtlich inquiry, erklärungen und Regulation während eines inquiry-zyklus
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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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 Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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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 für pädagogische Psychologie
JF - Zeitschrift für pädagogische Psychologie
SN - 1010-0652
IS - 2
ER -