Wie lässt sich die Experimentierstrategie-Nutzung fördern? Ein Vergleich verschieden gestalteter Prompts

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Wie lässt sich die Experimentierstrategie-Nutzung fördern? Ein Vergleich verschieden gestalteter Prompts. / Marschner, Jessica; Thillmann, Hubertina; Wirth, Joachim et al.

in: Zeitschrift für Erziehungswissenschaft, Jahrgang 15, Nr. 1, 03.2012, S. 77-93.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{40805194f9994556990731b657ccc42d,
title = "Wie l{\"a}sst sich die Experimentierstrategie-Nutzung f{\"o}rdern?: Ein Vergleich verschieden gestalteter Prompts",
abstract = "Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils' motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups.",
keywords = "Adaptive support, Experimental strategies, Prompts, Self-regulated learning, Supporting of strategy use, Psychologie",
author = "Jessica Marschner and Hubertina Thillmann and Joachim Wirth and Detlev Leutner",
year = "2012",
month = mar,
doi = "10.1007/s11618-012-0260-5",
language = "Deutsch",
volume = "15",
pages = "77--93",
journal = "Zeitschrift f{\"u}r Erziehungswissenschaft",
issn = "1434-663X",
publisher = "VS Verlag f{\"u}r Sozialwissenschaften",
number = "1",

}

RIS

TY - JOUR

T1 - Wie lässt sich die Experimentierstrategie-Nutzung fördern?

T2 - Ein Vergleich verschieden gestalteter Prompts

AU - Marschner, Jessica

AU - Thillmann, Hubertina

AU - Wirth, Joachim

AU - Leutner, Detlev

PY - 2012/3

Y1 - 2012/3

N2 - Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils' motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups.

AB - Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils' motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups.

KW - Adaptive support

KW - Experimental strategies

KW - Prompts

KW - Self-regulated learning

KW - Supporting of strategy use

KW - Psychologie

UR - http://www.scopus.com/inward/record.url?scp=84857777188&partnerID=8YFLogxK

U2 - 10.1007/s11618-012-0260-5

DO - 10.1007/s11618-012-0260-5

M3 - Zeitschriftenaufsätze

AN - SCOPUS:84857777188

VL - 15

SP - 77

EP - 93

JO - Zeitschrift für Erziehungswissenschaft

JF - Zeitschrift für Erziehungswissenschaft

SN - 1434-663X

IS - 1

ER -

DOI