Structuring Experiments in Biology Lessons through Teacher Feedback

Autor/inn/en	Eckes, Alexander; Wilde, Matthias
Titel	Structuring Experiments in Biology Lessons through Teacher Feedback
Quelle	In: International Journal of Science Education, 41 (2019) 16, S.2233-2253 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1668578
Schlagwörter	Science Experiments; Biology; Feedback (Response); Discovery Learning; Student Motivation; Tutoring; Grade 6; Grade 7; Secondary School Students; Foreign Countries; Teacher Student Relationship; Self Determination; Attention; Instructional Effectiveness; Early Adolescents; Competence; Self Efficacy; Germany + Suchen Sie Ihr Suchwort? Biologie; Entdeckendes Lernen; Schulische Motivation; Förderkonzept; Nachhilfeunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Sekundarschüler; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbestimmung; Aufmerksamkeit; Unterrichtserfolg; Kompetenz; Self-efficacy; Selbstwirksamkeit; Deutschland
Abstract	Structure in the form of feedback has been shown to be highly relevant to students learning. Offering feedback, stating clear expectations and instructions, might enhance students' perceived competence. The context chosen for this study were experiments studying bird flight in biology lessons. Students experimented in a scientific discovery learning environment as they offer plenty of opportunities for them to seek feedback while using hypothetical-deductive reasoning to work on their experiments. The aim of this study was to investigate the motivational effects of informative tutoring feedback compared to basic feedback. 165 students (50% female, 12.02 ± 0.68 years old) from the sixth and seventh grades of medium and high track German secondary schools took part in the study. In a pretest-posttest design, we tested the effects of basic or informative tutoring feedback on intrinsic motivation, flow experience, and knowledge acquisition. Motivation was assessed using an adapted version of the "Intrinsic Motivation Inventory" (IMI). For teacher behaviour providing informative tutoring feedback we found beneficial effects on intrinsic motivation and flow. Overall, the pre- and posttest showed that the students acquired knowledge through the course of the lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01