Promoting Experimental Problem-Solving Ability in Sixth-Grade Students through Problem-Oriented Teaching of Ecology: Findings of an Intervention Study in a Complex Domain

Autor/inn/en	Roesch, Frank; Nerb, Josef; Riess, Werner
Titel	Promoting Experimental Problem-Solving Ability in Sixth-Grade Students through Problem-Oriented Teaching of Ecology: Findings of an Intervention Study in a Complex Domain
Quelle	In: International Journal of Science Education, 37 (2015) 4, S.577-598 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.1000427
Schlagwörter	Foreign Countries; Problem Solving; Middle School Students; Grade 6; Ecology; Science Education; Quasiexperimental Design; Intervention; Pretests Posttests; Experimental Groups; Control Groups; Sustainable Development; Inquiry; Teaching Methods; Context Effect; Field Studies; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Ökologie; Naturwissenschaftliche Bildung; Nachhaltige Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Praxisforschung; Multivariate Analyse; Deutschland
Abstract	Our study investigated whether problem-oriented designed ecology lessons with phases of direct instruction and of open experimentation foster the development of cross-domain and domain-specific components of "experimental problem-solving ability" better than conventional lessons in science. We used a paper-and-pencil test to assess students' abilities in a quasi-experimental intervention study utilizing a pretest/posttest control-group design (N?=?340; average performing sixth-grade students). The treatment group received lessons on "forest ecosystems" consistent with the principle of education for sustainable development. This learning environment was expected to help students enhance their ecological knowledge and their theoretical and methodological experimental competencies. Two control groups received either the teachers' usual lessons on forest ecosystems or non-specific lessons on other science topics. We found that the treatment promoted specific components of experimental problem-solving ability (generating epistemic questions, planning two-factorial experiments, and identifying correct experimental controls). However, the observed effects were small, and awareness for aspects of higher ecological experimental validity was not promoted by the treatment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01