How Do Direct and Indirect Hands-On Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content

Autor/inn/en	Maricic, Mirjana; Cvjeticanin, Stanko; Adamov, Jasna; Ninkovic, Stanislava Olic; Andic, Branko
Titel	How Do Direct and Indirect Hands-On Instructions Strengthened by the Self-Explanation Effect Promote Learning? Evidence from Motion Content
Quelle	In: Research in Science Education, 53 (2023) 2, S.231-251 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maricic, Mirjana) ORCID (Cvjeticanin, Stanko) ORCID (Adamov, Jasna) ORCID (Ninkovic, Stanislava Olic) ORCID (Andic, Branko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-022-10054-w
Schlagwörter	Science Instruction; Direct Instruction; Hands on Science; Concept Formation; Manipulative Materials; Science Achievement + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Concept learning; Begriffsbildung; Hilfsmittel
Abstract	This study aimed to examine whether withholding answers coupled with physical manipulation of material strengthened by the self-explanation effect (SEE) contribute to the development of a deeper conceptual understanding and retention of learning about motion content in a hands-on (HO) learning environment. The correlation between students' self-explanations and their results on both the post-test and re-test was analyzed. N = 100 third-graders (9--10 years) were divided into the following groups: IIHO (indirect instruction + independent performance of HO -- withholding answers + physical manipulation), DIHO (direct instruction + observation of HO performance -- no withholding answers + no physical manipulation), IIHO + SEE and DIHO + SEE. The ANCOVA analysis shows that the students in the IIHO + SEE and DIHO + SEE groups showed significantly higher achievements within the examined variables over the IIHO and DIHO groups. A strong positive correlation was observed between student self-explanations and the results of both tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01