Effects and Prerequisites of Self-Generation in Inquiry-Based Learning

Autor/inn/en	Streich, Irina; Mayer, Jürgen
Titel	Effects and Prerequisites of Self-Generation in Inquiry-Based Learning
Quelle	In: Education Sciences, 10 (2020), Artikel 277 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Active Learning; Inquiry; Instructional Effectiveness; Science Instruction; Biology; Scientific Concepts; Concept Formation; Feedback (Response); Cognitive Processes; Difficulty Level; Performance Factors; Retention (Psychology); Secondary School Students; Early Adolescents; Grade 6; Grade 7; Foreign Countries; Knowledge Level; Review (Reexamination); Germany + Suchen Sie Ihr Suchwort? Aktives Lernen; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Concept learning; Begriffsbildung; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Leistungsindikator; Merkfähigkeit; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Wissensbasis; Wiederholungsprüfung; Deutschland
Abstract	The goal of this study is to investigate the effect of self-generation in inquiry-based learning and to identify the role of feedback. While open-ended inquiry-based learning with a high degree of self-generation requirements has long been considered optimal for facilitating effective learning, its long-run effects have been critically challenged. This study employed a 3 (learning condition) × 2 (retention interval) mixed factorial design (N = 98). An inquiry activity involving the self-generation of content knowledge with or without subsequent feedback was compared to an inquiry task in which students simply read hypotheses and data interpretations. Self-generation without feedback was subject to rereading and self-generation with feedback. However, no differences were found under the two latter conditions. An additional analysis of individual learners' abilities revealed that different abilities (e.g., cognitive load, self-generation success) served as predictors of performance in the disparate treatments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01