Instructional Efficiency of Different Discussion Approaches in an Outreach Laboratory: Teacher-Guided versus Student-Centered

Autor/inn/en	Goldschmidt, Marlen; Scharfenberg, Franz-Josef; Bogner, Franz X.
Titel	Instructional Efficiency of Different Discussion Approaches in an Outreach Laboratory: Teacher-Guided versus Student-Centered
Quelle	In: Journal of Educational Research, 109 (2016) 1, S.27-36 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.917601
Schlagwörter	Discussion (Teaching Technique); Efficiency; Science and Society; Biology; Science Instruction; Secondary School Science; Student Centered Learning; Comparative Analysis; Foreign Countries; Grade 10; Science Laboratories; Outreach Programs; Plants (Botany); Genetics; Cognitive Processes; Difficulty Level; Statistical Analysis; Intervention; Likert Scales; Germany + Suchen Sie Ihr Suchwort? Effectiveness; Effektivität; Wirkungsgrad; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Jobcoaching; Pflanze; Humangenetik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Statistische Analyse; Likert-Skala; Deutschland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01