Does Context Shape Comprehension: Evaluating the Influence of Presentation on Inquiry Strategies in Science Learning

Autor/inn/en	Portnoy, Lindsay; Lemberger, Talia
Titel	Does Context Shape Comprehension: Evaluating the Influence of Presentation on Inquiry Strategies in Science Learning
Quelle	In: Information and Learning Sciences, 123 (2022) 3-4, S.179-198 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-5348
DOI	10.1108/ILS-06-2021-0049
Schlagwörter	Cognitive Style; Learning Processes; Science Education; History; Teaching Methods; Course Content; Concept Formation; Task Analysis; Recall (Psychology); Scientific Concepts; Instructional Design; Retention (Psychology); Prior Learning; Self Efficacy; Academic Persistence; Interdisciplinary Approach; Questioning Techniques; Graduate Students; Undergraduate Students; Schemata (Cognition) + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Geschichte; Geschichtsdarstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Concept learning; Begriffsbildung; Aufgabenanalyse; Abberufung; Lesson concept; Lessonplan; Unterrichtsentwurf; Merkfähigkeit; Vorkenntnisse; Self-efficacy; Selbstwirksamkeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Befragungstechnik; Fragetechnik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Cognition; Schema; Kognition
Abstract	Purpose: Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science. Design/methodology/approach: The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science. Findings: Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies. Research limitations/implications: Implications for instructional design and pedagogy are discussed. Practical implications: The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science. Social implications: By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention. Originality/value: The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students' prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01