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Emphasis on improving higher level biology education continues. A new two-step approach to the experimental phases within
an outreach gene technology lab, derived from cognitive load theory, is presented. We compared our approach using a quasi-experimental
design with the conventional one-step mode. The difference consisted of additional focused discussions combined with students
writing down their ideas (step one) prior to starting any experimental procedure (step two). We monitored students’ activities
during the experimental phases by continuously videotaping 20 work groups within each approach (N = 131). Subsequent classification of students’ activities yielded 10 categories (with well-fitting intra- and inter-observer
scores with respect to reliability). Based on the students’ individual time budgets, we evaluated students’ roles during experimentation
from their prevalent activities (by independently using two cluster analysis methods). Independently of the approach, two
common clusters emerged, which we labeled as ‘all-rounders’ and as ‘passive students’, and two clusters specific to each approach:
‘observers’ as well as ‘high-experimenters’ were identified only within the one-step approach whereas under the two-step conditions
‘managers’ and ‘scribes’ were identified. Potential changes in group-leadership style during experimentation are discussed,
and conclusions for optimizing science teaching are drawn. 相似文献
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Marlen Goldschmidt Franz-Josef Scharfenberg Franz X. Bogner 《The Journal of educational research》2016,109(1):27-36
Given the rapid development of modern biotechnology, attention to socioscientific issues in educational contexts is crucially important to support students in becoming responsible citizens. The authors' research focused on the impact of discussing socioscientific issues during biology lessons under 3 different treatments (teacher guided, student centered, text only), comparing these treatments with regard to cognitive achievement, cognitive load, and instructional efficiency. The biology lessons were part of an educational intervention with Bavarian 10th-grade students (N = 583) in an out-of-school laboratory on plant genetic engineering. The teacher-guided group performed significantly better regarding knowledge increase, while the cognitive load of the student-centered group was significantly higher. Accordingly, teacher-guided discussion led to the highest instructional efficiency, suggesting an enhanced cognitive achievement through the teacher's guidance. However, a student-centered approach allows students to contribute more of their own opinions, making further research in this area desirable. Finally, we discuss potential implications for teaching and teacher education. 相似文献
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Research in Science Education - How pre-service teachers (PST) develop components of pedagogical content knowledge (PCK) is an open question. Theoretically based on PCK and combined with student... 相似文献
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This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module Genetic Fingerprinting were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students’ mental effort (ME) as an index of CL. By clustering the students’ module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings. 相似文献
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Our research objective focused on examining the instructional efficiency of tutoring as a form of instructional change as opposed to a non-tutoring approach in an outreach laboratory. We designed our laboratory based on cognitive load (CL) theory. Altogether, 269 twelfth-graders participated in our day-long module Genetic Fingerprinting. In a quasi-experimental design, the control group (n?=?121) followed the non-tutoring approach previously used, while the treatment group (n?=?148) followed the newly developed tutoring approach. Each tutor was in charge of two student work groups and recorded the tutoring activities requested by the tutees throughout the day. We measured the students’ invested mental effort (as an index of CL), cognitive achievement (in a pre-post-follow-up design), and the students’ cooperation in their work groups as well as calculated the student instructional involvement (as a motivational variable). Additionally, we examined which aspects of the hands-on phases were of particular relevance to the students’ invested mental effort. Unexpectedly, the combined mental effort and cognitive achievement data indicated that our implemented tutoring approach resulted in a lower instructional efficiency despite the relevance of tutoring for students’ mental effort invested during the experimental phases. Most of the tutor assistance was unnecessarily requested for performing the procedural steps and using the equipment. Our results indicate an assistance dilemma and consequently underscore the necessity for effective tutor preparation in outreach laboratories. 相似文献
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