Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |