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1.
Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions. 相似文献
2.
Detlev Leutner Eckhard Klieme Jens Fleischer Harm Kuper 《Zeitschrift für Erziehungswissenschaft》2013,16(1):1-2
This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers. 相似文献
3.
Hans Ernst Fischer Klaus Klemm Detlev Leutner Elke Sumfleth Rüdiger Tiemann Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349
In view of the research on education—and subject-related education in particular—that has been conducted in recent years,
it would seem useful to describe the current state and future trends of research on science teaching and learning. In the
present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term
research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields
of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.
Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003).
Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits
and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208. 相似文献
4.
Dr. Jessica Marschner Dr. Hubertina Thillmann Prof. Dr. Joachim Wirth Prof. Dr. Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2012,15(1):77-93
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. 相似文献
5.
Simone Herrlinger Tim N. Höffler Maria Opfermann Detlev Leutner 《Research in Science Education》2017,47(3):685-704
Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place. 相似文献
6.
The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)—and to examine whether these strategies could help students learn from a chemistry science text. Both experiments followed a 2 × 2 design, with drawing strategy instructions (yes vs. no) and main idea/summarization strategy instructions (yes vs. no) as experimental factors. The main dependent variable was science text comprehension, measured by a multiple-select test and a transfer test. Participants were 90 (Exp. 1) and 71 (Exp. 2) students (grade 10). The results of both experiments showed positive effects of the drawing strategy instructions and negative effects of the text-focused strategy instructions without interactions. These results are consistent with the mental model approach to comprehension, showing advantages of drawing activity in fostering science text comprehension. 相似文献
7.
Jens Fleischer Karoline Koeppen Martina Kenk Eckhard Klieme Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2013,16(1):5-22
The assessment and modeling of competencies plays a key role in optimizing educational processes and improving educational systems. The DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” which was founded in 2007, aims at promoting and coordinating the scientific efforts in this field across disciplines. The present article describes the structure, concepts and research approaches and sketches the current state of research of the priority program. 相似文献
8.
Caroline Messmer Ryan T. Kellogg Yixin Zhang Andresa Baiak Clinton Leiweke Jeffrey R. Marcus L. Scott Levin Michael R. Zenn Detlev Erdmann 《Anatomical sciences education》2010,3(4):191-194
The demand for laboratory‐based teaching and training is increasing worldwide as medical training and education confront the pressures of shorter training time and rising costs. This article presents a cost‐effective perfusion technique that extends the useful life of fresh tissue. Refrigerated cadavers are preserved in their natural state for up to 45 days with a daily working period of ten hours. Tissues maintain their color and natural consistency throughout this period. This new process for preservation of tissue opens the door to improved surgical training and to numerous research opportunities. Anat Sci Educ. © 2010 American Association of Anatomists. 相似文献
9.
Annett Schmeck Richard E. Mayer Maria Opfermann Vanessa Pfeiffer Detlev Leutner 《Contemporary educational psychology》2014
Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy. 相似文献