Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education

Autor/inn/en	Thomas, Heyne; Bogner, Franz X.
Titel	Guided Learning at Workstations about Drug Prevention with Low Achievers in Science Education
Quelle	In: World Journal of Education, 2 (2012) 6, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Workstations; Prevention; Drug Abuse; Low Achievement; Pretests Posttests; Foreign Countries; Grade 8; Quasiexperimental Design; Control Groups; Comparative Analysis; Teaching Methods; Marijuana; Experimental Groups; Constructivism (Learning); Open Education; Statistical Analysis; Adolescents; Germany + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Unterdurchschnittliche Leistung; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Teaching method; Lehrmethode; Unterrichtsmethode; Offene Erziehung; Offener Unterricht; Statistische Analyse; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Deutschland
Abstract	Our study focussed on the cognitive achievement potential of low achieving eighth graders, dealing with drug prevention (cannabis). The learning process was guided by a teacher, leading this target group towards a modified learning at workstations which is seen as an appropriate approach for low achievers. We compared this specific open teaching approach with both, a conventional learning at workstations and a traditional teacher-centered approach. Two types of students of lowest stratification level in German school system participated, the regular level (R) and the higher level ones (H). Thus, we compared students of two stratification sub-levels with regard to three teaching methods. Pre-, post- and retention tests were used to monitor knowledge achievement. The modified teaching approach achieved overall best results. R and H students reached similar levels of persistent knowledge in our specific approach. Thus, low achievers could reveal also high cognitive achievements in open learning environments. Consequences for school practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04