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

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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.

Translated title of the contributionHow can the use of strategies for experimentation be fostered?: A comparison of differently designed prompts
Original languageGerman
JournalZeitschrift für Erziehungswissenschaft
Issue number1
Pages (from-to)77-93
Number of pages17
Publication statusPublished - 03.2012
Externally publishedYes