Adaptive Prompts for Learning Evolution with Worked Examples--Highlighting the Students between the "Novices" and the "Experts" in a Classroom

Autor/inn/en	Neubrand, Charlotte; Borzikowsky, Christoph; Harms, Ute
Titel	Adaptive Prompts for Learning Evolution with Worked Examples--Highlighting the Students between the "Novices" and the "Experts" in a Classroom
Quelle	In: International Journal of Environmental and Science Education, 11 (2016) 14, S.6774-6795 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Expertise; Novices; Evolution; Secondary School Science; Grade 10; Foreign Countries; Secondary School Students; Science Instruction; Science Education; Experimental Groups; Control Groups; Pretests Posttests; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Expert appraisal; Ausland; Sekundarschüler; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Statistische Analyse; Deutschland
Abstract	Evolutionary theory constitutes the overarching concept in biology. There is hardly any other concept that is more complex, and causes more difficulties in learning and teaching. One instructional approach in optimizing the learning of complex topics is to use worked examples combined with self-explanation prompts that fit to the prior knowledge (knowledge adapted prompts). Especially from cognitive psychological research we know, that prior knowledge is a tremendously relevant factor for learning. However, corresponding studies so far mainly consider the domain specific prior knowledge of high knowledge (expert) versus low knowledge (novice) students. The majority of the learners in a classroom--namely students between these experts and novices--were hardly focused on. These students will be considered here. The aim of our study was to identify how these learners with average prior knowledge can be supported by prompts when learning with worked examples. Using worked examples we analyzed how different types of self-explanation prompts (at novice and/or expert level) affect knowledge acquisition in evolution of learners with average prior knowledge. For determining the prior biological knowledge we used a general biological content knowledge test (GBCK). The learning gain was measured with an evolutionary biological content knowledge test (EBCK). Knowing what type of prompt is most effective for the learners with average knowledge we compared the benefits of this instructional combination between the three knowledge levels: novices, averages, and experts. Results show that for learners with average knowledge, all types of prompts were equally effective. The Matthew effect was not reliable between the knowledge levels. According to our results, learners with average prior knowledge did not require explicit measures of differentiation for learning evolution with prompted worked examples. Nonetheless, for the experts it seems not appropriate to use worked examples with adapted self-explanation prompts. Rather it may be advisable to use another instructional format than worked examples. (As Provided).
Anmerkungen	LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail: editor@lookacademy.nl; Web site: http://www.ijese.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01